第20卷 考前适应（二）：阅读理解限时冲刺-【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** 本专项聚焦中职英语阅读理解限时突破，以求职应聘等四大主题为载体，系统训练快速定位、综合判断能力，构建场景化语言应用与思维品质提升的逻辑体系。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |求职应聘|5题（A篇）|细节定位+经验匹配|职业场景语言理解→语言表达准确性| |危机应对|5题（B篇）|情境推理+角色分析|应急场景沟通→思维逻辑性| |技术创新|5题（C篇）|信息甄别+责任判断|AI应用场景→批判性思维| |可持续发展|5题（D篇）|数据归纳+策略评估|环保实践场景→问题解决能力|

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）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。本卷为阅读理解限时冲刺，设置四篇阅读理解材料，每篇5题，满分100分。命题覆盖求职应聘、危机应对、技术创新和可持续发展等主题，强调快速定位、综合判断和限时阅读能力。 【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》 第20卷 考前适应（二）：阅读理解限时冲刺 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 一、阅读理解（共20小题；每小题5分，满分100分） A When the spring job fair opened at Haiyun Vocational School, many students walked directly to the company tables with the shortest lines. Zhang Wei almost did the same, but his career teacher asked him to read the job descriptions before handing in any resume. One company needed workers for an elderly service center. Another wanted assistants for an online store. A third offered practice positions in equipment maintenance. Zhang had repaired small machines with his uncle during holidays, yet his resume only listed general words such as 'hard-working' and 'friendly'. The teacher helped him compare his experience with the maintenance position. The company did not ask for perfect workers; it asked for people who could follow safety rules, record problems clearly and learn from senior technicians. Zhang rewrote his resume by adding two concrete examples: replacing a broken bicycle brake under guidance and keeping a tool checklist at home. He also prepared three interview sentences in English. Instead of saying 'I can do everything', he planned to say, 'I am careful with tools, and I always check instructions before operating equipment.' During the interview, Zhang was asked what he would do if he did not understand a repair step. He answered that he would stop, check the manual and ask a technician before continuing. The interviewer nodded because the answer showed safety awareness. Zhang did not get the position immediately, but he received advice to improve his technical vocabulary. He left the fair with a clearer goal. A good application, he learned, was not about using big words. It was about matching real experience with job needs and showing a responsible attitude. After returning to school, Zhang revised his learning plan. He listed the tool names and safety expressions he still needed to practise, and he asked his teacher for a short reading list about maintenance work. The job fair therefore became more than an interview; it helped him see the next steps in his career preparation. 1. What did the career teacher ask Zhang Wei to do first? A. Choose the table with the shortest line. B. Read the job descriptions carefully. C. Write only general words on the resume. D. Accept the first job without thinking. 2. Which position matched Zhang Wei’s holiday experience best? A. Equipment maintenance. B. Elderly service. C. Online store design. D. School library reading. 3. Why did Zhang add two concrete examples to his resume? A. To make the resume look longer without meaning. B. To hide his safety habits. C. To show his real experience related to the job. D. To avoid talking about tools. 4. What did Zhang’s interview answer show? A. A wish to work alone without rules. B. A plan to guess repair steps. C. A dislike of manuals. D. Safety awareness. 5. What lesson did Zhang learn? A. Big words are more important than experience. B. Applications should match experience with job needs. C. Students should apply for every job. D. Interviewers dislike responsible answers. B A sudden power cut happened during a hotel service training lesson. The room became dark, and the electronic check-in system stopped working. Some students laughed nervously, while others reached for their phones. The instructor, Ms. Qian, asked everyone to stay where they were for ten seconds. Then she turned on a small emergency light and gave roles to three groups. One group checked whether anyone was hurt, one group guided guests away from the glass door, and one group wrote down the time and possible causes. The training was not a real accident, but the students did not know that at first. They had to practise calm communication. A student named He Rui was asked to speak to a guest who worried about missing a meeting. He first wanted to say, 'It will be fine soon,' but Ms. Qian reminded him not to promise what he could not control. He changed his words: 'We are checking the situation now. Please wait in the safe area, and I will update you in five minutes.' The sentence was longer, but it was more honest and useful. After the lights returned, the class reviewed the records. They found that two students had given different directions because the emergency map was partly covered by a poster. The class moved the poster, added a larger arrow and practised the route again. Ms. Qian explained that crisis response is not only about courage. It also depends on clear roles, accurate records and words that reduce panic. The students realized that safety training should be repeated before a real problem appears. They also learned that a written plan must be visible and easy to follow under pressure. A beautiful map is not useful if people cannot see it quickly. In the next lesson, the class checked exits, lights and signs before starting service practice, turning the drill into a regular safety habit. 6. What did Ms. Qian ask students to do first after the power cut? A. Run to the glass door at once. B. Laugh loudly to relax guests. C. Stay where they were for ten seconds. D. Turn on all mobile games. 7. Why did He Rui change his words to the guest? A. He wanted to end the training early. B. He forgot the guest’s meeting time. C. He disliked speaking politely. D. He should not promise what he could not control. 8. What problem did the class find after reviewing records? A. The emergency light was too heavy. B. The emergency map was partly covered by a poster. C. No student wrote down the time. D. The guests refused to move. 9. What does crisis response depend on according to Ms. Qian? A. Clear roles, accurate records and calming words. B. Only fast running and loud shouting. C. Guessing causes without checking. D. Keeping maps behind posters. 10. What is the passage mainly about? A. Choosing a hotel room for a party. B. Designing a new electronic check-in system. C. Learning crisis response through a power-cut drill. D. Selling emergency lights to guests. C In a cross-border e-commerce training class, students used an AI translation tool to reply to sample customer messages. The tool worked quickly, and some students believed the task would be easy. Their instructor gave them three messages: a customer asking about size, a customer complaining about a late package, and a customer requesting private information about another buyer. The first two replies looked smooth after translation, but the third one created a serious discussion. The AI tool suggested a polite sentence that seemed helpful, yet it almost shared information that should remain private. The instructor asked the class to underline words connected with privacy, responsibility and company rules. Students then revised the reply: 'Sorry, we cannot share another buyer’s information. I can help you check your own order if you provide the order number.' They learned that a correct sentence was not always a safe sentence. Human judgment was needed before sending any message to a real customer. The class also found smaller problems. The tool translated 'free return' into a phrase that sounded like the seller would pay for every possible cost, while the company rule only covered goods with quality problems. Students added a condition and a link to the return policy. At the end of the lesson, they made a checklist for using AI: check facts, protect privacy, follow rules and read the tone aloud. The instructor said technology should make service clearer, not careless. The students began to see AI as an assistant, not a replacement for professional responsibility. For the final task, each group compared an AI reply with a human-edited version and explained the changes. Many edits were small, such as adding a condition or softening the tone, but they changed the meaning greatly. Students understood that digital tools save time only when users know what must be checked. 11. What caused the serious discussion in class? A. The tool could not translate any word. B. The first customer asked about size. C. The instructor deleted all messages. D. A reply almost shared private information. 12. How did students revise the unsafe reply? A. They sent the private information quickly. B. They refused to share another buyer’s information and offered safe help. C. They ignored the customer completely. D. They asked AI to answer without checking. 13. What did students learn about correct sentences? A. They may still be unsafe without human judgment. B. They are always ready to send. C. They never need company rules. D. They should be as long as possible. 14. Why did students add a condition to “free return”? A. The customer wanted a larger box. B. The AI tool refused to work. C. The company rule covered only goods with quality problems. D. The instructor disliked all return policies. 15. What is the best view of AI in the passage? A. AI should replace all workers at once. B. AI is useless in customer service. C. AI can ignore privacy rules. D. AI is an assistant that still needs professional responsibility. D The school cafeteria introduced a 'clean plate month' after the student union found that food waste increased on rainy days. At first, the plan was simple: put up posters and ask everyone to take less food. However, the cooking club suggested collecting more information before giving advice. For five days, volunteers weighed leftover food after lunch and interviewed students at the exit. They discovered that waste was not caused only by careless habits. Some students said they took extra rice because they were afraid of being hungry during afternoon training. Others left vegetables because the serving spoons mixed spicy and non-spicy dishes. On rainy days, the line was longer, so students chose quickly and sometimes took food they did not really want. The volunteers shared these findings with cafeteria workers. Together they created three changes: smaller rice portions with free refills, separate spoons for different dishes, and a sample menu board near the line so students could decide earlier. The result was better than expected. Leftover food fell by about one third in two weeks, and students complained less about portion size. The posters were still used, but they no longer sounded like orders. They explained the reason for each change and invited students to give feedback. The project helped the student union understand sustainable development in a practical way. Saving food was not only a moral slogan. It required listening to users, improving service details and making responsible choices easier for everyone. The volunteers continued to check the waste data once a week, not to blame students but to see whether the changes still worked. When a new dish caused more leftovers, they asked about taste and portion size before making another poster. This patient process made environmental protection part of everyday school management. It also showed that small changes in service design can support better habits. 16. Why did volunteers collect information first? A. To understand the real reasons for food waste. B. To stop all students from eating lunch. C. To make posters more colorful. D. To close the cafeteria on rainy days. 17. Why did some students take extra rice? A. They wanted to waste food on purpose. B. They disliked free refills. C. They feared being hungry during afternoon training. D. They could not see any vegetables. 18. Which change helped students decide earlier? A. A longer waiting line. B. Mixed spoons for all dishes. C. Larger rice portions for everyone. D. A sample menu board near the line. 19. What happened after the changes? A. Leftover food fell by about one third. B. Food waste doubled in two weeks. C. Students stopped giving feedback. D. Posters were all removed. 20. What does the passage suggest about saving food? A. It is only a slogan on posters. B. It requires service improvement and easier responsible choices. C. It should ignore students’ needs. D. It depends only on rainy weather. 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。本卷为阅读理解限时冲刺，设置四篇阅读理解材料，每篇5题，满分100分。命题覆盖求职应聘、危机应对、技术创新和可持续发展等主题，强调快速定位、综合判断和限时阅读能力。 【2027年新考纲】江苏省（职教高考）《英语45分钟训练卷》 第20卷 考前适应（二）：阅读理解限时冲刺 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 一、阅读理解（共20小题；每小题5分，满分100分） A When the spring job fair opened at Haiyun Vocational School, many students walked directly to the company tables with the shortest lines. Zhang Wei almost did the same, but his career teacher asked him to read the job descriptions before handing in any resume. One company needed workers for an elderly service center. Another wanted assistants for an online store. A third offered practice positions in equipment maintenance. Zhang had repaired small machines with his uncle during holidays, yet his resume only listed general words such as 'hard-working' and 'friendly'. The teacher helped him compare his experience with the maintenance position. The company did not ask for perfect workers; it asked for people who could follow safety rules, record problems clearly and learn from senior technicians. Zhang rewrote his resume by adding two concrete examples: replacing a broken bicycle brake under guidance and keeping a tool checklist at home. He also prepared three interview sentences in English. Instead of saying 'I can do everything', he planned to say, 'I am careful with tools, and I always check instructions before operating equipment.' During the interview, Zhang was asked what he would do if he did not understand a repair step. He answered that he would stop, check the manual and ask a technician before continuing. The interviewer nodded because the answer showed safety awareness. Zhang did not get the position immediately, but he received advice to improve his technical vocabulary. He left the fair with a clearer goal. A good application, he learned, was not about using big words. It was about matching real experience with job needs and showing a responsible attitude. After returning to school, Zhang revised his learning plan. He listed the tool names and safety expressions he still needed to practise, and he asked his teacher for a short reading list about maintenance work. The job fair therefore became more than an interview; it helped him see the next steps in his career preparation. 1. What did the career teacher ask Zhang Wei to do first? A. Choose the table with the shortest line. B. Read the job descriptions carefully. C. Write only general words on the resume. D. Accept the first job without thinking. 2. Which position matched Zhang Wei’s holiday experience best? A. Equipment maintenance. B. Elderly service. C. Online store design. D. School library reading. 3. Why did Zhang add two concrete examples to his resume? A. To make the resume look longer without meaning. B. To hide his safety habits. C. To show his real experience related to the job. D. To avoid talking about tools. 4. What did Zhang’s interview answer show? A. A wish to work alone without rules. B. A plan to guess repair steps. C. A dislike of manuals. D. Safety awareness. 5. What lesson did Zhang learn? A. Big words are more important than experience. B. Applications should match experience with job needs. C. Students should apply for every job. D. Interviewers dislike responsible answers. 【答案】1. B 2. A 3. C 4. D 5. B 【导语】本文围绕“求职应聘、职业规则”主题，讲述学生在招聘会中学习阅读岗位需求、修改简历并用负责态度回答面试问题。 【详解】 1. 第一段中老师要求他在投简历前先阅读岗位描述，强调求职前理解岗位需求。；A项意为“选择队伍最短的展台”，错误；B项意为“认真阅读岗位描述”，正确；C项意为“简历只写笼统词语”，错误；D项意为“不思考就接受第一份工作”，错误。故选B。 2. 第一段说明张假期修过小机器，与设备维修实习岗位最匹配。；A项意为“设备维修”，正确；B项意为“养老服务”，错误；C项意为“网店设计”，错误；D项意为“学校图书馆阅读”，错误。故选A。 3. 第二段写他把修自行车刹车和工具清单写入简历，是为了让经历与岗位要求对应。；A项意为“让简历无意义地变长”，错误；B项意为“隐藏安全习惯”，错误；C项意为“展示与岗位相关的真实经历”，正确；D项意为“避免谈论工具”，错误。故选C。 4. 第三段面试回答强调不懂时停止、查手册、问技师，体现安全意识。；A项意为“想无规则地独自工作”，错误；B项意为“打算猜测维修步骤”，错误；C项意为“不喜欢手册”，错误；D项意为“安全意识”，正确。故选D。 5. 末句总结好申请不是大词，而是真实经历与岗位需求匹配并体现负责态度。；A项意为“大词比经验更重要”，错误；B项意为“申请应匹配经历与岗位需求”，正确；C项意为“学生应申请每一份工作”，错误；D项意为“面试官不喜欢负责的回答”，错误。故选B。 B A sudden power cut happened during a hotel service training lesson. The room became dark, and the electronic check-in system stopped working. Some students laughed nervously, while others reached for their phones. The instructor, Ms. Qian, asked everyone to stay where they were for ten seconds. Then she turned on a small emergency light and gave roles to three groups. One group checked whether anyone was hurt, one group guided guests away from the glass door, and one group wrote down the time and possible causes. The training was not a real accident, but the students did not know that at first. They had to practise calm communication. A student named He Rui was asked to speak to a guest who worried about missing a meeting. He first wanted to say, 'It will be fine soon,' but Ms. Qian reminded him not to promise what he could not control. He changed his words: 'We are checking the situation now. Please wait in the safe area, and I will update you in five minutes.' The sentence was longer, but it was more honest and useful. After the lights returned, the class reviewed the records. They found that two students had given different directions because the emergency map was partly covered by a poster. The class moved the poster, added a larger arrow and practised the route again. Ms. Qian explained that crisis response is not only about courage. It also depends on clear roles, accurate records and words that reduce panic. The students realized that safety training should be repeated before a real problem appears. They also learned that a written plan must be visible and easy to follow under pressure. A beautiful map is not useful if people cannot see it quickly. In the next lesson, the class checked exits, lights and signs before starting service practice, turning the drill into a regular safety habit. 6. What did Ms. Qian ask students to do first after the power cut? A. Run to the glass door at once. B. Laugh loudly to relax guests. C. Stay where they were for ten seconds. D. Turn on all mobile games. 7. Why did He Rui change his words to the guest? A. He wanted to end the training early. B. He forgot the guest’s meeting time. C. He disliked speaking politely. D. He should not promise what he could not control. 8. What problem did the class find after reviewing records? A. The emergency light was too heavy. B. The emergency map was partly covered by a poster. C. No student wrote down the time. D. The guests refused to move. 9. What does crisis response depend on according to Ms. Qian? A. Clear roles, accurate records and calming words. B. Only fast running and loud shouting. C. Guessing causes without checking. D. Keeping maps behind posters. 10. What is the passage mainly about? A. Choosing a hotel room for a party. B. Designing a new electronic check-in system. C. Learning crisis response through a power-cut drill. D. Selling emergency lights to guests. 【答案】6. C 7. D 8. B 9. A 10. C 【导语】本文围绕“危机应对、职场安全”主题，介绍酒店服务实训中的停电演练，强调冷静沟通、明确分工和复盘改进。 【详解】 6. 第一段写停电后她要求everyone to stay where they were for ten seconds，先保持原位以避免混乱。；A项意为“立刻跑向玻璃门”，错误；B项意为“大笑以放松客人”，错误；C项意为“原地停留十秒”，正确；D项意为“打开所有手机游戏”，错误。故选C。 7. 第二段钱老师提醒不要承诺无法控制的事，所以何瑞改为说明正在检查并承诺五分钟更新。；A项意为“他想提前结束训练”，错误；B项意为“他忘了客人会议时间”，错误；C项意为“他不喜欢礼貌说话”，错误；D项意为“他不应承诺无法控制的事”，正确。故选D。 8. 第三段说明两个学生指路不同，是因为应急地图部分被海报遮住。；A项意为“应急灯太重”，错误；B项意为“应急地图被海报遮住一部分”，正确；C项意为“没有学生记录时间”，错误；D项意为“客人拒绝移动”，错误。故选B。 9. 第三段直接说明危机应对依靠明确分工、准确记录和减少恐慌的话语。；A项意为“明确分工、准确记录和安抚话语”，正确；B项意为“只靠快跑和大喊”，错误；C项意为“不检查就猜原因”，错误；D项意为“把地图放在海报后面”，错误。故选A。 10. 全文围绕酒店实训中的停电演练、沟通和复盘展开，主旨是通过演练学习危机应对。；A项意为“为聚会选择酒店房间”，错误；B项意为“设计新的电子入住系统”，错误；C项意为“通过停电演练学习危机应对”，正确；D项意为“向客人销售应急灯”，错误。故选C。 C In a cross-border e-commerce training class, students used an AI translation tool to reply to sample customer messages. The tool worked quickly, and some students believed the task would be easy. Their instructor gave them three messages: a customer asking about size, a customer complaining about a late package, and a customer requesting private information about another buyer. The first two replies looked smooth after translation, but the third one created a serious discussion. The AI tool suggested a polite sentence that seemed helpful, yet it almost shared information that should remain private. The instructor asked the class to underline words connected with privacy, responsibility and company rules. Students then revised the reply: 'Sorry, we cannot share another buyer’s information. I can help you check your own order if you provide the order number.' They learned that a correct sentence was not always a safe sentence. Human judgment was needed before sending any message to a real customer. The class also found smaller problems. The tool translated 'free return' into a phrase that sounded like the seller would pay for every possible cost, while the company rule only covered goods with quality problems. Students added a condition and a link to the return policy. At the end of the lesson, they made a checklist for using AI: check facts, protect privacy, follow rules and read the tone aloud. The instructor said technology should make service clearer, not careless. The students began to see AI as an assistant, not a replacement for professional responsibility. For the final task, each group compared an AI reply with a human-edited version and explained the changes. Many edits were small, such as adding a condition or softening the tone, but they changed the meaning greatly. Students understood that digital tools save time only when users know what must be checked. 11. What caused the serious discussion in class? A. The tool could not translate any word. B. The first customer asked about size. C. The instructor deleted all messages. D. A reply almost shared private information. 12. How did students revise the unsafe reply? A. They sent the private information quickly. B. They refused to share another buyer’s information and offered safe help. C. They ignored the customer completely. D. They asked AI to answer without checking. 13. What did students learn about correct sentences? A. They may still be unsafe without human judgment. B. They are always ready to send. C. They never need company rules. D. They should be as long as possible. 14. Why did students add a condition to “free return”? A. The customer wanted a larger box. B. The AI tool refused to work. C. The company rule covered only goods with quality problems. D. The instructor disliked all return policies. 15. What is the best view of AI in the passage? A. AI should replace all workers at once. B. AI is useless in customer service. C. AI can ignore privacy rules. D. AI is an assistant that still needs professional responsibility. 【答案】11. D 12. B 13. A 14. C 15. D 【导语】本文围绕“技术创新、技术应用、职业规则”主题，讲述学生使用AI翻译处理跨境客服信息，认识隐私保护、规则意识和人工判断的重要性。 【详解】 11. 第一段末句和第二段说明第三条回复几乎分享隐私信息，因此引发严肃讨论。；A项意为“工具不能翻译任何词”，错误；B项意为“第一位顾客询问尺码”，错误；C项意为“老师删除了所有信息”，错误；D项意为“回复几乎泄露隐私信息”，正确。故选D。 12. 第二段学生改为不能分享他人信息，但可凭订单号查询本人订单，既守规则又提供帮助。；A项意为“迅速发送私人信息”，错误；B项意为“拒绝分享他人信息并提供安全帮助”，正确；C项意为“完全忽视顾客”，错误；D项意为“让AI不经检查直接回复”，错误。故选B。 13. 第二段明确指出“一个正确的句子并不总是安全的句子”。；A项意为“没有人工判断也可能不安全”，正确；B项意为“它们从不需要公司规则”，错误；C项意为“它们总是可以直接发送”，错误；D项意为“它们应尽可能长”，错误。故选A。 14. 第三段说明公司规定只覆盖有质量问题的商品，所以需补充条件和政策链接。；A项意为“顾客想要更大的盒子”，错误；B项意为“AI工具拒绝工作”，错误；C项意为“公司规则只覆盖质量问题商品”，正确；D项意为“老师讨厌所有退货政策”，错误。故选C。 15. 末句指出AI是assistant而不是责任的替代品，最符合文章观点。；A项意为“AI应立刻取代所有员工”，错误；B项意为“AI在客服中毫无用处”，错误；C项意为“AI可以忽视隐私规则”，错误；D项意为“AI是助手但仍需要职业责任”，正确。故选D。 D The school cafeteria introduced a 'clean plate month' after the student union found that food waste increased on rainy days. At first, the plan was simple: put up posters and ask everyone to take less food. However, the cooking club suggested collecting more information before giving advice. For five days, volunteers weighed leftover food after lunch and interviewed students at the exit. They discovered that waste was not caused only by careless habits. Some students said they took extra rice because they were afraid of being hungry during afternoon training. Others left vegetables because the serving spoons mixed spicy and non-spicy dishes. On rainy days, the line was longer, so students chose quickly and sometimes took food they did not really want. The volunteers shared these findings with cafeteria workers. Together they created three changes: smaller rice portions with free refills, separate spoons for different dishes, and a sample menu board near the line so students could decide earlier. The result was better than expected. Leftover food fell by about one third in two weeks, and students complained less about portion size. The posters were still used, but they no longer sounded like orders. They explained the reason for each change and invited students to give feedback. The project helped the student union understand sustainable development in a practical way. Saving food was not only a moral slogan. It required listening to users, improving service details and making responsible choices easier for everyone. The volunteers continued to check the waste data once a week, not to blame students but to see whether the changes still worked. When a new dish caused more leftovers, they asked about taste and portion size before making another poster. This patient process made environmental protection part of everyday school management. It also showed that small changes in service design can support better habits. 16. Why did volunteers collect information first? A. To understand the real reasons for food waste. B. To stop all students from eating lunch. C. To make posters more colorful. D. To close the cafeteria on rainy days. 17. Why did some students take extra rice? A. They wanted to waste food on purpose. B. They disliked free refills. C. They feared being hungry during afternoon training. D. They could not see any vegetables. 18. Which change helped students decide earlier? A. A longer waiting line. B. Mixed spoons for all dishes. C. Larger rice portions for everyone. D. A sample menu board near the line. 19. What happened after the changes? A. Leftover food fell by about one third. B. Food waste doubled in two weeks. C. Students stopped giving feedback. D. Posters were all removed. 20. What does the passage suggest about saving food? A. It is only a slogan on posters. B. It requires service improvement and easier responsible choices. C. It should ignore students’ needs. D. It depends only on rainy weather. 【答案】16. A 17. C 18. D 19. A 20. B 【导语】本文围绕“环境保护、可持续发展、学习与生活”主题，介绍学生通过数据调查和服务改进减少食堂浪费，体现环保行动的实际路径。 【详解】 16. 第一段说明烹饪社建议先收集信息，后文发现浪费不只是粗心习惯，说明目的是了解真实原因。；A项意为“了解食物浪费的真实原因”，正确；B项意为“阻止所有学生吃午饭”，错误；C项意为“让海报更鲜艳”，错误；D项意为“雨天关闭食堂”，错误。故选A。 17. 第二段说明一些学生多拿米饭是担心下午训练时饿，并非故意浪费。；A项意为“他们故意浪费食物”，错误；B项意为“他们不喜欢免费续饭”，错误；C项意为“他们担心下午训练会饿”，正确；D项意为“他们看不到任何蔬菜”，错误。故选C。 18. 第二段列出样品菜单板放在队伍附近，可让学生更早决定。；A项意为“更长的等待队伍”，错误；B项意为“所有菜混用勺子”，错误；C项意为“给每个人更多米饭”，错误；D项意为“队伍附近的样品菜单板”，正确。故选D。 19. 第三段首句后说明两周内剩饭减少约三分之一，效果明显。；A项意为“剩饭减少约三分之一”，正确；B项意为“食物浪费两周内翻倍”，错误；C项意为“学生停止反馈”，错误；D项意为“所有海报被撤掉”，错误。故选A。 20. 末句说明节约粮食不只是道德口号，需要倾听、改善服务细节并让负责选择更容易。；A项意为“它只是海报上的口号”，错误；B项意为“它需要改进服务并让负责选择更容易”，正确；C项意为“它应忽视学生需求”，错误；D项意为“它只取决于雨天”，错误。故选B。 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 $