第14卷 阅读专项训练（四）：人物成长与职业体验-【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》（原卷版+解析版）

**基本信息** 聚焦职业场景下的人物成长叙事，通过真实情境阅读理解题，系统训练细节定位与价值判断能力，融合语言能力与思维品质培养。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |A篇（酒店服务）|5题|细节理解（如实习初感受、帮助客人前行动）|职业实践事件→人物行为观察→服务认知提升| |B篇（护理服务）|5题|细节理解与推理（如拒绝活动原因、应对方式）|日常护理任务→特殊情境处理→职业耐心理解| |C篇（技能实践）|5题|过程分析与结论推断（如初期问题、团队方法）|技能操作过程→问题解决策略→流程与责任认知| |D篇（电商沟通）|5题|信息获取与行为动机（如产品信息学习、客户信任建立）|岗位任务准备→实际沟通应对→责任与可靠意识培养|

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）考试大纲》（自2027年开始实施）编写。本系列定位为45分钟训练卷，用于课堂限时训练、周测检测和阶段复习。本卷为记叙文阅读训练，设置阅读理解4篇，共20题，满分100分。命题突出真实生活、校园学习、职场服务和公共沟通场景，强调事件脉络、人物品质、职业体验和价值判断能力。 【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》 第14卷 阅读专项训练（四）：人物成长与职业体验 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 阅读理解（共20小题；每小题5分，满分100分） 阅读下列四篇短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 A When Chen Yu entered the city hotel for his two-week practice, he was afraid of making mistakes. On the first morning, he followed a senior worker to the service desk and watched how guests asked for directions, checked room numbers and reported small problems. He soon found that hotel work was not simply smiling at people. A worker had to listen carefully, confirm information and choose words that made guests feel respected. Chen Yu wrote these points in a notebook after each shift. One afternoon, a guest from another city could not find the meeting room. Chen Yu wanted to answer quickly, but he remembered his teacher's advice: first understand the need, then give clear help. He checked the meeting schedule, showed the guest the floor map and walked with him to the lift. The guest thanked him and said, 'You did not just point the way. You made me feel safe in a strange place.' This sentence encouraged Chen Yu more than any score in class. At the end of the practice, Chen Yu had to write a reflection. He wrote that vocational growth begins when a student stops seeing service as simple work and starts seeing the person behind each request. He also understood that mistakes were not shameful if he learned from them. His first week was full of nervous moments, but by observing, asking and improving, he became calmer. The hotel manager said Chen Yu still needed more speed, but his careful attitude showed promise for future service work. The experience also changed the way he studied at school. In the past, he memorized service expressions without thinking about who would hear them. After the practice, he began to connect each expression with a real situation. When classmates practised dialogues, he reminded them to check the guest's need first and then choose a suitable tone. He understood that growth in a workplace often comes from repeated small actions, careful records and honest reflection after every task. 1. How did Chen Yu feel at the beginning of the practice? A. Fully relaxed. B. Afraid of making mistakes. C. Angry with guests. D. Bored with the hotel. 2. What did Chen Yu do before helping the guest? A. He checked the meeting schedule. B. He called his parents. C. He closed the service desk. D. He ignored the floor map. 3. Why did the guest thank Chen Yu? A. Chen Yu gave him a gift. B. Chen Yu changed his room. C. Chen Yu made him feel safe. D. Chen Yu finished the meeting. 4. What did Chen Yu understand from the practice? A. Service is only simple work. B. Mistakes are always shameful. C. Speed is the only skill. D. Service should notice the person behind each request. 5. What did the manager think of Chen Yu? A. He had promise but needed more speed. B. He should leave the hotel at once. C. He knew everything already. D. He disliked careful workers. 【答案】1. B 2. A 3. C 4. D 5. A 【导语】本文讲述陈宇在酒店实习中由紧张到逐渐成熟的经历，体现职业体验中的观察、沟通和反思。 【详解】 1.原文第一段首句“When Chen Yu entered the city hotel..., he was afraid of making mistakes.”直接说明他一开始害怕犯错，B项“害怕犯错”与原文一致，故选B。A项表示完全放松，与afraid矛盾；C项“对客人生气”、D项“厌烦酒店”原文均未提及。 2.原文第二段写“He checked the meeting schedule, showed the guest the floor map...”，其中checked the meeting schedule是帮助客人前的具体动作，A项正确，故选A。B项“给父母打电话”、C项“关闭服务台”、D项“忽视楼层图”均与原文相反或无依据。 3.原文第二段客人说“You made me feel safe in a strange place.”，说明感谢的原因是陈宇让他在陌生环境中感到安心，C项正确，故选C。A项“送礼物”、B项“换房间”、D项“完成会议”都不是感谢原因。 4.原文第三段“He wrote that vocational growth begins... seeing the person behind each request.”体现他认识到服务不是机械答复，而是关注请求背后的人，D项概括准确，故选D。A项“服务只是简单工作”、B项“错误总是羞耻”、C项“速度是唯一技能”均与反思内容不符。 5.原文第三段“The hotel manager said Chen Yu still needed more speed, but his careful attitude showed promise...”说明经理肯定其潜力但指出速度需提高，A项完整体现原文，故选A。B项让他离开、C项已无所不知、D项讨厌认真员工均无原文依据。 B Li Na used to think that working in a nursing center would be quiet and easy. Her view changed during a community service project. On the first day, she helped record medicine times, clean reading glasses and prepare warm water for elderly people. The tasks were small, but each one required care. If a name was written wrongly or a cup was placed too far away, an elderly person might feel worried or unsafe. Li Na began to understand why her teacher often said that small details could show real respect. The most difficult moment came when Grandma Zhou refused to join the singing activity. Some students tried to persuade her at once, but Li Na sat beside her and asked whether she felt uncomfortable. Grandma Zhou said she missed her old home whenever she heard that song. Li Na did not push her. She changed the music and invited her to fold paper flowers instead. Later, Grandma Zhou smiled and told Li Na a story about her first job in a textile factory. After the project, Li Na wrote in her report that patience was not waiting without action. It meant noticing feelings, changing methods and giving people time. She also learned that care work needed both professional rules and human warmth. The project did not make her an expert, but it helped her see a possible career direction. When the nursing center invited students to return the next month, Li Na was the first to sign up. She wanted to learn how workers planned daily care, how they recorded changes in health and how they communicated with families. She also asked her teacher for books about elderly care. Her classmates were surprised by her interest, but Li Na said the project had helped her find meaning in ordinary work. She no longer judged a job by whether it looked exciting. She judged it by whether it could help people live with more dignity and comfort. 6. What did Li Na first think about nursing-center work? A. It was only for experts. B. It required no details. C. It had nothing to learn. D. It would be quiet and easy. 7. Why were small tasks important? A. They could affect elderly people's feelings of safety. B. They made students famous. C. They replaced all professional rules. D. They made medicine unnecessary. 8. Why did Grandma Zhou refuse the singing activity? A. She disliked all students. B. She lost her glasses. C. The song reminded her of her old home. D. The room was too hot. 9. What did Li Na do after hearing Grandma Zhou's reason? A. She pushed her to sing. B. She changed the activity. C. She reported her to the teacher. D. She left without a word. 10. What career understanding did Li Na gain? A. Patience means doing nothing. B. Community service has no value. C. Elderly people dislike stories. D. Care work needs rules and warmth. 【答案】6. D 7. A 8. C 9. B 10. D 【导语】本文讲述李娜在养老中心服务中理解耐心、细节和职业关怀的过程。 【详解】 6.原文第一段首句“Li Na used to think that working in a nursing center would be quiet and easy.”说明她最初认为养老中心工作安静且容易，D项与原文一致，故选D。A项“只适合专家”、B项“不需要细节”、C项“没有可学之处”均不是她最初想法。 7.原文第一段“If a name was written wrongly or a cup was placed too far away, an elderly person might feel worried or unsafe.”说明小事会影响老人的担心和安全感，A项正确，故选A。B项“让学生出名”、C项“替代专业规则”、D项“使药物无必要”均夸大或偏离原文。 8.原文第二段“Grandma Zhou said she missed her old home whenever she heard that song.”指出歌曲让周奶奶想起旧家，C项正确，故选C。A项讨厌学生、B项丢眼镜、D项房间太热都不是拒绝原因。 9.原文第二段“Li Na did not push her. She changed the music and invited her to fold paper flowers instead.”说明李娜听到原因后调整活动，B项正确，故选B。A项强迫唱歌、C项报告老师、D项默默离开均与原文不符。 10.原文第三段“She also learned that care work needed both professional rules and human warmth.”明确护理服务既要规则也要温度，D项正确，故选D。A项把耐心理解为无所作为、B项否定社区服务价值、C项说老人不喜欢故事，均不符合文章主旨。 C During the school skills festival, Wang Bo joined a team that had to repair an old bicycle for a public display. He liked machines and believed he could finish the job faster than others. At first, he took the bicycle apart quickly and put every part on the floor. Soon the team could not remember which screw belonged to which place. The teacher did not criticize them immediately. Instead, she asked them to stop and draw a simple parts map. The team spent half an hour sorting the parts. Wang Bo felt embarrassed because his rush had made the work slower. His classmate Mary suggested taking photos before each step. Another student made labels for small boxes. With these methods, the repair became orderly. They found that the brake line was worn and the chain needed cleaning. When Wang Bo wanted to test the bicycle at once, Mei reminded him to check the brakes again. This time he listened. On the festival day, the repaired bicycle stood beside a poster titled “Repair Is Also Responsibility”. Visitors asked how the team had changed from confusion to success. Wang Bo answered honestly that they learned to respect process. He said a good worker should not only have quick hands, but also a clear mind and a habit of recording. The experience changed his understanding of skill. Real skill was not showing off speed; it was finishing work safely, accurately and together with others. After the festival, Wang Bo kept the parts map and photos in his learning folder. He used them to review the repair process and to prepare for the next practical test. He also apologized to his teammates for rushing at the beginning. The team agreed to make a simple rule for future projects: record first, operate second and check last. This rule sounded ordinary, but it made their work more reliable. Wang Bo finally understood that discipline could turn interest into real skill. 11. What problem did Wang Bo cause at first? A. He lost the bicycle. B. He refused to work. C. He mixed up the parts. D. He broke the poster. 12. What did the teacher ask the team to do? A. Draw a parts map. B. Buy a new bicycle. C. Cancel the festival. D. Hide the screws. 13. Which method helped the team become orderly? A. Throwing away small parts. B. Taking photos and making labels. C. Working without checking. D. Asking visitors to repair it. 14. Why did Mary remind Wang Bo to check the brakes again? A. To waste time. B. To avoid the display. C. To make the bike heavier. D. To ensure safety. 15. What lesson did Wang Bo learn? A. Speed is everything. B. Process and recording matter. C. Teamwork is useless. D. Posters repair bicycles. 【答案】11. C 12. A 13. B 14. D 15. B 【导语】本文讲述王博在自行车维修展示中认识到流程、记录和安全的重要性。 【详解】 11.原文第一段“Soon the team could not remember which screw belonged to which place.”说明他拆得太快导致零件混乱，C项“混淆零件”符合原文，故选C。A项丢了自行车、B项拒绝工作、D项弄坏海报均未出现。 12.原文第一段“she asked them to stop and draw a simple parts map.”说明老师让团队画零件图，A项正确，故选A。B项买新车、C项取消活动、D项藏螺丝都不是老师要求。 13.原文第二段“Mary suggested taking photos... Another student made labels... With these methods, the repair became orderly.”说明拍照和贴标签让工作有序，B项正确，故选B。A项扔掉零件、C项不检查、D项让访客维修均与原文相反。 14.原文第二段提到刹车线磨损，玛丽提醒再次检查刹车，结合第三段“safely, accurately”可知目的在于保证安全，D项正确，故选D。A项浪费时间、B项逃避展示、C项让车变重均不合语境。 15.原文第三段“they learned to respect process”和“a clear mind and a habit of recording”体现流程和记录的重要性，B项正确，故选B。A项速度至上、C项团队无用、D项海报修车均曲解主旨。 D Zhao Min was a shy student in the e-commerce class. She could design attractive product pages, but she was nervous when she had to speak to customers online. In a school-enterprise project, her group helped a local farm sell pears through a livestream. Zhao Min was responsible for replying to written questions. Before the livestream, she studied the product information carefully: the pears were picked in the morning, packed in recyclable boxes and delivered within two days in nearby cities. When the livestream began, questions came quickly. One customer asked whether the pears were sweet enough for children. Another asked what would happen if the fruit was damaged during delivery. Zhao Min did not use exaggerated words. She answered with facts and explained the after-sales rule clearly. When she did not know the exact sugar level, she asked the farm worker instead of guessing. Her honest replies made several customers place orders. After the activity, Zhao Min's teacher showed the chat record to the class. Some replies were not perfect, but they were polite, accurate and responsible. Zhao Min realized that communication was not about speaking loudly. It was about understanding questions and giving trustworthy information. The farm owner thanked the students because the project brought orders and also showed customers the farm's careful work. Zhao Min became more confident. She decided to practise customer communication every week, not to become talkative, but to become reliable. In the following weeks, she collected common customer questions and wrote model answers with her group. She checked whether each answer included facts, limits and a polite closing. When the farm invited the class to help again, Zhao Min volunteered to train new students on reply skills. She told them that online service also carried responsibility because customers could not see the product directly. A responsible reply should reduce doubt, protect trust and help both the seller and the buyer make a fair decision. 16. What was Zhao Min good at? A. Driving trucks. B. Designing product pages. C. Growing pears alone. D. Repairing boxes. 17. What information did she study before the livestream? A. Product and delivery information. B. A film review. C. A train timetable. D. A sports rule book. 18. What did Zhao Min do when she did not know the exact sugar level? A. She guessed a number. B. She ignored the question. C. She asked the farm worker. D. She ended the livestream. 19. Why did customers place orders? A. They liked exaggerated words. B. They trusted her honest replies. C. They wanted free boxes only. D. They never asked questions. 20. What did Zhao Min decide to practise? A. Pear picking only. B. Speaking louder than others. C. Writing film stories. D. Customer communication. 【答案】16. B 17. A 18. C 19. B 20. D 【导语】本文讲述赵敏在电商直播项目中通过准确、诚实的客户回复建立信心。 【详解】 16.原文第一段“She could design attractive product pages”说明赵敏擅长设计商品页面，B项正确，故选B。A项开卡车、C项独自种梨、D项修箱子均无原文依据。 17.原文第一段列出“picked in the morning, packed in recyclable boxes and delivered within two days”等商品与配送信息，A项概括准确，故选A。B项影评、C项列车时刻表、D项运动规则书与直播准备无关。 18.原文第二段“When she did not know the exact sugar level, she asked the farm worker instead of guessing.”说明她不确定糖度时询问农场工作人员，C项正确，故选C。A项猜数字、B项忽略问题、D项结束直播都与instead of guessing相反或无依据。 19.原文第二段“Her honest replies made several customers place orders.”说明顾客下单源于诚实回复带来的信任，B项正确，故选B。A项喜欢夸张话术与“She did not use exaggerated words”相反；C项只想要免费盒子、D项从不提问均不符合原文。 20.原文第三段“She decided to practise customer communication every week”直接说明她决定练习客户沟通，D项正确，故选D。A项只练摘梨、B项比别人说话更大声、C项写电影故事均不符合文章内容。 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）考试大纲》（自2027年开始实施）编写。本系列定位为45分钟训练卷，用于课堂限时训练、周测检测和阶段复习。本卷为记叙文阅读训练，设置阅读理解4篇，共20题，满分100分。命题突出真实生活、校园学习、职场服务和公共沟通场景，强调事件脉络、人物品质、职业体验和价值判断能力。 【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》 第14卷 阅读专项训练（四）：人物成长与职业体验 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 阅读理解（共20小题；每小题5分，满分100分） 阅读下列四篇短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。 A When Chen Yu entered the city hotel for his two-week practice, he was afraid of making mistakes. On the first morning, he followed a senior worker to the service desk and watched how guests asked for directions, checked room numbers and reported small problems. He soon found that hotel work was not simply smiling at people. A worker had to listen carefully, confirm information and choose words that made guests feel respected. Chen Yu wrote these points in a notebook after each shift. One afternoon, a guest from another city could not find the meeting room. Chen Yu wanted to answer quickly, but he remembered his teacher's advice: first understand the need, then give clear help. He checked the meeting schedule, showed the guest the floor map and walked with him to the lift. The guest thanked him and said, 'You did not just point the way. You made me feel safe in a strange place.' This sentence encouraged Chen Yu more than any score in class. At the end of the practice, Chen Yu had to write a reflection. He wrote that vocational growth begins when a student stops seeing service as simple work and starts seeing the person behind each request. He also understood that mistakes were not shameful if he learned from them. His first week was full of nervous moments, but by observing, asking and improving, he became calmer. The hotel manager said Chen Yu still needed more speed, but his careful attitude showed promise for future service work. The experience also changed the way he studied at school. In the past, he memorized service expressions without thinking about who would hear them. After the practice, he began to connect each expression with a real situation. When classmates practised dialogues, he reminded them to check the guest's need first and then choose a suitable tone. He understood that growth in a workplace often comes from repeated small actions, careful records and honest reflection after every task. 1. How did Chen Yu feel at the beginning of the practice? A. Fully relaxed. B. Afraid of making mistakes. C. Angry with guests. D. Bored with the hotel. 2. What did Chen Yu do before helping the guest? A. He checked the meeting schedule. B. He called his parents. C. He closed the service desk. D. He ignored the floor map. 3. Why did the guest thank Chen Yu? A. Chen Yu gave him a gift. B. Chen Yu changed his room. C. Chen Yu made him feel safe. D. Chen Yu finished the meeting. 4. What did Chen Yu understand from the practice? A. Service is only simple work. B. Mistakes are always shameful. C. Speed is the only skill. D. Service should notice the person behind each request. 5. What did the manager think of Chen Yu? A. He had promise but needed more speed. B. He should leave the hotel at once. C. He knew everything already. D. He disliked careful workers. B Li Na used to think that working in a nursing center would be quiet and easy. Her view changed during a community service project. On the first day, she helped record medicine times, clean reading glasses and prepare warm water for elderly people. The tasks were small, but each one required care. If a name was written wrongly or a cup was placed too far away, an elderly person might feel worried or unsafe. Li Na began to understand why her teacher often said that small details could show real respect. The most difficult moment came when Grandma Zhou refused to join the singing activity. Some students tried to persuade her at once, but Li Na sat beside her and asked whether she felt uncomfortable. Grandma Zhou said she missed her old home whenever she heard that song. Li Na did not push her. She changed the music and invited her to fold paper flowers instead. Later, Grandma Zhou smiled and told Li Na a story about her first job in a textile factory. After the project, Li Na wrote in her report that patience was not waiting without action. It meant noticing feelings, changing methods and giving people time. She also learned that care work needed both professional rules and human warmth. The project did not make her an expert, but it helped her see a possible career direction. When the nursing center invited students to return the next month, Li Na was the first to sign up. She wanted to learn how workers planned daily care, how they recorded changes in health and how they communicated with families. She also asked her teacher for books about elderly care. Her classmates were surprised by her interest, but Li Na said the project had helped her find meaning in ordinary work. She no longer judged a job by whether it looked exciting. She judged it by whether it could help people live with more dignity and comfort. 6. What did Li Na first think about nursing-center work? A. It was only for experts. B. It required no details. C. It had nothing to learn. D. It would be quiet and easy. 7. Why were small tasks important? A. They could affect elderly people's feelings of safety. B. They made students famous. C. They replaced all professional rules. D. They made medicine unnecessary. 8. Why did Grandma Zhou refuse the singing activity? A. She disliked all students. B. She lost her glasses. C. The song reminded her of her old home. D. The room was too hot. 9. What did Li Na do after hearing Grandma Zhou's reason? A. She pushed her to sing. B. She changed the activity. C. She reported her to the teacher. D. She left without a word. 10. What career understanding did Li Na gain? A. Patience means doing nothing. B. Community service has no value. C. Elderly people dislike stories. D. Care work needs rules and warmth. C During the school skills festival, Wang Bo joined a team that had to repair an old bicycle for a public display. He liked machines and believed he could finish the job faster than others. At first, he took the bicycle apart quickly and put every part on the floor. Soon the team could not remember which screw belonged to which place. The teacher did not criticize them immediately. Instead, she asked them to stop and draw a simple parts map. The team spent half an hour sorting the parts. Wang Bo felt embarrassed because his rush had made the work slower. His classmate Mary suggested taking photos before each step. Another student made labels for small boxes. With these methods, the repair became orderly. They found that the brake line was worn and the chain needed cleaning. When Wang Bo wanted to test the bicycle at once, Mei reminded him to check the brakes again. This time he listened. On the festival day, the repaired bicycle stood beside a poster titled “Repair Is Also Responsibility”. Visitors asked how the team had changed from confusion to success. Wang Bo answered honestly that they learned to respect process. He said a good worker should not only have quick hands, but also a clear mind and a habit of recording. The experience changed his understanding of skill. Real skill was not showing off speed; it was finishing work safely, accurately and together with others. After the festival, Wang Bo kept the parts map and photos in his learning folder. He used them to review the repair process and to prepare for the next practical test. He also apologized to his teammates for rushing at the beginning. The team agreed to make a simple rule for future projects: record first, operate second and check last. This rule sounded ordinary, but it made their work more reliable. Wang Bo finally understood that discipline could turn interest into real skill. 11. What problem did Wang Bo cause at first? A. He lost the bicycle. B. He refused to work. C. He mixed up the parts. D. He broke the poster. 12. What did the teacher ask the team to do? A. Draw a parts map. B. Buy a new bicycle. C. Cancel the festival. D. Hide the screws. 13. Which method helped the team become orderly? A. Throwing away small parts. B. Taking photos and making labels. C. Working without checking. D. Asking visitors to repair it. 14. Why did Mary remind Wang Bo to check the brakes again? A. To waste time. B. To avoid the display. C. To make the bike heavier. D. To ensure safety. 15. What lesson did Wang Bo learn? A. Speed is everything. B. Process and recording matter. C. Teamwork is useless. D. Posters repair bicycles. D Zhao Min was a shy student in the e-commerce class. She could design attractive product pages, but she was nervous when she had to speak to customers online. In a school-enterprise project, her group helped a local farm sell pears through a livestream. Zhao Min was responsible for replying to written questions. Before the livestream, she studied the product information carefully: the pears were picked in the morning, packed in recyclable boxes and delivered within two days in nearby cities. When the livestream began, questions came quickly. One customer asked whether the pears were sweet enough for children. Another asked what would happen if the fruit was damaged during delivery. Zhao Min did not use exaggerated words. She answered with facts and explained the after-sales rule clearly. When she did not know the exact sugar level, she asked the farm worker instead of guessing. Her honest replies made several customers place orders. After the activity, Zhao Min's teacher showed the chat record to the class. Some replies were not perfect, but they were polite, accurate and responsible. Zhao Min realized that communication was not about speaking loudly. It was about understanding questions and giving trustworthy information. The farm owner thanked the students because the project brought orders and also showed customers the farm's careful work. Zhao Min became more confident. She decided to practise customer communication every week, not to become talkative, but to become reliable. In the following weeks, she collected common customer questions and wrote model answers with her group. She checked whether each answer included facts, limits and a polite closing. When the farm invited the class to help again, Zhao Min volunteered to train new students on reply skills. She told them that online service also carried responsibility because customers could not see the product directly. A responsible reply should reduce doubt, protect trust and help both the seller and the buyer make a fair decision. 16. What was Zhao Min good at? A. Driving trucks. B. Designing product pages. C. Growing pears alone. D. Repairing boxes. 17. What information did she study before the livestream? A. Product and delivery information. B. A film review. C. A train timetable. D. A sports rule book. 18. What did Zhao Min do when she did not know the exact sugar level? A. She guessed a number. B. She ignored the question. C. She asked the farm worker. D. She ended the livestream. 19. Why did customers place orders? A. They liked exaggerated words. B. They trusted her honest replies. C. They wanted free boxes only. D. They never asked questions. 20. What did Zhao Min decide to practise? A. Pear picking only. B. Speaking louder than others. C. Writing film stories. D. Customer communication. 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 $