第9卷 记叙文阅读（人物成长、职业体验、社会服务）-【2027版】广西（对口考试）《英语45分钟训练卷》（原卷版+解析版）

**基本信息** 聚焦记叙文核心要素，通过志愿服务等真实情境训练，系统提升情节梳理、动机理解及主题判断能力。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |志愿服务|5题（A篇）|主旨、细节、态度题|以志愿者经历为载体，训练事件发展脉络梳理，关联语言能力中的理解与表达| |求职体验|5题（B篇）|主旨、推理、应用题|通过面试情境，强化行为动机分析，培养思维品质中的分析与推断能力| |劳动实践|5题（C篇）|主旨、细节、意义题|结合班级种植项目，建立学习与生活联系，体现文化意识中的责任感| |技能训练|5题（D篇）|主旨、方法、态度题|以收音机维修为例，突出过程性思维，提升学习能力中的问题解决意识| |社区服务|5题（E篇）|主旨、应用、意义题|依托社区服务场景，整合语言与实践技能，发展跨文化沟通能力|

编写说明：本卷依据最新版《广西高等职业教育考试大纲与说明（英语）》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（一）记叙文专项训练卷，围绕志愿服务、求职体验、劳动实践、技能训练和社区服务设置五篇阅读，共25小题，每题4分，满分100分。突出事件发展和人物品质，训练学生梳理情节、理解行为动机和判断主题意义的能力。 【2027版】广西（对口考试）《英语45分钟训练卷》 第9卷 阅读理解（一）专项训练3：记叙文阅读（人物成长、职业体验、社会服务） 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Volunteer Guide A Ming is a tourism-service student from Guilin. Last summer, he worked as a volunteer guide at a local museum near the Li River. On the first morning, he stood beside the map with a notebook in his hand, but he was afraid to speak English. When a visitor asked a question quickly, Ming only smiled and looked at his teacher. His teacher did not laugh at him. She asked him to prepare three simple sentences, speak slowly and use the map when he could not find the right word. A few days later, a visitor wanted to know the story behind a painting of the Li River and old streets. Ming took a deep breath, pointed to the painting and explained what he had learned in class. Then he showed the visitor the way to another exhibition room. The visitor thanked him warmly. From that day on, Ming wrote down new questions after work and practiced answers with classmates every week. By the end of the holiday, he was still not perfect, but he became much more confident. He understood that friendly service and clear information can make simple English useful in real tourism work. His experience also showed younger students that courage often grows from one small successful service at a time. Later, Ming kept the notebook and used it before each new volunteer task. 1. What is the passage mainly about? A. A train accident. B. Ming’s volunteer experience C. A cooking lesson. D. A weather change. 2. What can students learn from the passage? A. How to improve speaking through service B. How to avoid visitors. C. How to buy snacks. D. How to become a singer. 3. Which word best describes the suggested attitude? A. Careless. B. Lazy. C. Confident D. Hungry. 4. Why is the activity or idea useful? A. It makes the place empty. B. It changes the weather. C. It removes all questions. D. It helped him practice English in real situations 5. Who may benefit most from the passage? A. Only poets. B. Tourism-service students C. Only painters. D. Only drivers. 【答案】1. B 2. A 3. C 4. D 5. B 【导语】本文讲述旅游服务专业学生Ming在博物馆做志愿讲解员并提升英语表达和服务自信的经历。 【详解】 1. 文章按事件发展讲述人物经历，中心事件就是题目所指内容。 A项意为“一次火车事故”；B项意为“Ming的志愿服务经历”；C项意为“一节烹饪课”；D项意为“一次天气变化”。B项准确概括故事主线，故选B。 2. 故事中人物通过真实任务获得成长，体现出相应的学习启示。 A项意为“如何通过服务提高口语”；B项意为“如何避开游客”；C项意为“如何买零食”；D项意为“如何成为歌手”。A项符合文章的教育意义，故选A。 3. 人物处理问题时表现出的品质正是文章倡导的态度。 A项意为“粗心的”；B项意为“懒惰的”；C项意为“自信的”；D项意为“饥饿的”。C项符合人物品质，故选C。 4. 文章说明活动把课堂学习与真实生活或职业情境联系起来。 A项意为“它让这个地方空无一人”；B项意为“它改变天气”；C项意为“它移除所有问题”；D项意为“它帮助他在真实情境中练习英语”。D项说明活动价值，故选D。 5. 文章受益对象应与人物专业、活动场景或能力训练一致。 A项意为“只有诗人”；B项意为“旅游服务专业学生”；C项意为“只有画家”；D项意为“只有司机”。B项最贴近文章内容，故选B。 B Lina was nervous before her first part-time job interview at a hotel in Nanning. She checked her resume many times and practiced answering questions with her classmates. Her teacher reminded her to speak clearly, listen carefully and give true examples instead of empty words. On the way to the hotel, Lina saw an old man carrying a heavy bag near the gate. She stopped and helped him move it to a bench. The old man smiled and thanked her. Lina did not know that the hotel manager had noticed this small action from the lobby. During the interview, the manager asked why she wanted the job. Lina said she liked helping people, could greet guests politely and was willing to learn quickly. She also talked about a school activity where she had guided visitors. The manager paid attention not only to her answers, but also to her voice, eye contact and listening habit. In the end, Lina got the chance. The manager told her that service spirit often appears in little actions. After returning to school, Lina wrote down the questions and shared them with her classmates. She realized that an interview is a test of both words and behavior. From then on, she paid more attention to daily manners, because ordinary actions may become evidence of job readiness. 6. What is the passage mainly about? A. A train accident. B. A sports meeting. C. Lina’s first interview D. A weather change. 7. What can students learn from the passage? A. How to stop asking questions. B. How to avoid visitors. C. How to buy snacks. D. How kindness and preparation help in interviews 8. Which word best describes the suggested attitude? A. Careless. B. Helpful C. Rude. D. Hungry. 9. Why is the activity or idea useful? A. It shows real service spirit in a job situation B. It changes the weather. C. It removes all questions. D. It avoids all mistakes forever. 10. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Students preparing for part-time jobs D. Only drivers. 【答案】6. C 7. D 8. B 9. A 10. C 【导语】本文围绕Lina第一次兼职面试展开，展示准备简历、礼貌行为和服务精神如何帮助学生获得机会。 【详解】 6. 文章按事件发展讲述人物经历，中心事件就是题目所指内容。 A项意为“一次火车事故”；B项意为“一场运动会”；C项意为“Lina的第一次面试”；D项意为“一次天气变化”。C项准确概括故事主线，故选C。 7. 故事中人物通过真实任务获得成长，体现出相应的学习启示。 A项意为“如何停止提问”；B项意为“如何避开游客”；C项意为“如何买零食”；D项意为“善良和准备如何在面试中发挥作用”。D项符合文章的教育意义，故选D。 8. 人物处理问题时表现出的品质正是文章倡导的态度。 A项意为“粗心的”；B项意为“乐于助人的”；C项意为“粗鲁的”；D项意为“饥饿的”。B项符合人物品质，故选B。 9. 文章说明活动把课堂学习与真实生活或职业情境联系起来。 A项意为“它展示了真实工作情境中的服务精神”；B项意为“它改变天气”；C项意为“它移除所有问题”；D项意为“它永远避免所有错误”。A项说明活动价值，故选A。 10. 文章受益对象应与人物专业、活动场景或能力训练一致。 A项意为“只有诗人”；B项意为“只有园丁”；C项意为“准备兼职工作的学生”；D项意为“只有司机”。C项最贴近文章内容，故选C。 C Students in Class 2 built a small garden behind their classroom and turned it into a long-term learning project. They planted tomatoes, peppers and flowers, and wrote short English records every Friday. At first, they thought the work was easy. During a hot week in Yulin, one group forgot to water the plants for two days, and several leaves turned yellow. Some students were worried that the teacher would blame them. However, she only asked them to look at the leaves carefully and think about what the garden needed. After a class discussion, students made a duty table and divided the work into morning and afternoon shifts. They also invited a local farmer to explain how soil, sunlight and rain affect plant growth. Slowly, the garden became green again. Students used it to write reports, draw posters about healthy eating and label plants in English. The yellow leaves were no longer just a mistake; they became evidence that the plan needed improvement. By the end of the term, the class understood that growth comes from daily care, reflection and teamwork, not from an easy success. The garden also helped quiet students speak more confidently when they reported changes to the class. Their reports became short, clear and connected with real observation. 11. What is the passage mainly about? A. A train accident. B. A sports meeting. C. A cooking lesson. D. A class garden project 12. What can students learn from the passage? A. Responsibility and teamwork B. How to avoid visitors. C. How to buy snacks. D. How to become a singer. 13. Which word best describes the suggested attitude? A. Careless. B. Lazy. C. Patient D. Hungry. 14. Why is the activity or idea useful? A. It makes the place empty. B. It connects learning with real life C. It removes all questions. D. It avoids all mistakes forever. 15. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Only painters. D. Students who join practical activities 【答案】11. D 12. A 13. C 14. B 15. D 【导语】本文介绍班级菜园项目从失误到改进的过程，强调劳动实践、观察记录和团队合作带来的成长。 【详解】 11. 文章按事件发展讲述人物经历，中心事件就是题目所指内容。 A项意为“一次火车事故”；B项意为“一场运动会”；C项意为“一节烹饪课”；D项意为“班级菜园项目”。D项准确概括故事主线，故选D。 12. 故事中人物通过真实任务获得成长，体现出相应的学习启示。 A项意为“责任感和团队合作”；B项意为“如何避开游客”；C项意为“如何买零食”；D项意为“如何成为歌手”。A项符合文章的教育意义，故选A。 13. 人物处理问题时表现出的品质正是文章倡导的态度。 A项意为“粗心的”；B项意为“懒惰的”；C项意为“有耐心的”；D项意为“饥饿的”。C项符合人物品质，故选C。 14. 文章说明活动把课堂学习与真实生活或职业情境联系起来。 A项意为“它让这个地方空无一人”；B项意为“它把学习与真实生活联系起来”；C项意为“它移除所有问题”；D项意为“它永远避免所有错误”。B项说明活动价值，故选B。 15. 文章受益对象应与人物专业、活动场景或能力训练一致。 A项意为“只有诗人”；B项意为“只有园丁”；C项意为“只有画家”；D项意为“参加实践活动的学生”。D项最贴近文章内容，故选D。 D During a skills lesson, Wei tried to repair an old radio that had belonged to his grandfather. He checked the battery first, but the radio still made no sound. Then he opened the back carefully and found a loose wire near the speaker. Because class time was short, Wei wanted to fix it quickly. His teacher stopped him and said that safety rules matter more than speed. Wei put on gloves, chose the right tool and checked each connection one by one. The teacher asked him to explain what each part did before reconnecting the wire. Wei slowly described the battery, the speaker, the switch and the circuit. When he finally connected the wire correctly, the radio played an old song. The class became quiet for a moment, and Wei smiled. He learned that repair work needs patience, careful thinking and a clear order. Later, he wrote a repair report for his group. He listed the problem, possible causes, tools used and final result. His classmates learned from the report that repair work should follow evidence, not guesses. The teacher kept it as an example for the next class. Wei felt proud, but he also knew that every future repair should begin with careful observation and safety rules. This lesson changed his habit of rushing through difficult tasks. 16. What is the passage mainly about? A. Repairing a radio B. A sports meeting. C. A cooking lesson. D. A weather change. 17. What can students learn from the passage? A. How to stop asking questions. B. How to repair something safely and patiently C. How to buy snacks. D. How to become a singer. 18. Which word best describes the suggested attitude? A. Careless. B. Lazy. C. Rude. D. Careful 19. Why is the activity or idea useful? A. It makes the place empty. B. It changes the weather. C. It helps students understand machines in real practice D. It avoids all mistakes forever. 20. Who may benefit most from the passage? A. Only poets. B. Students in practical training C. Only painters. D. Only drivers. 【答案】16. A 17. B 18. D 19. C 20. B 【导语】本文讲述Wei在技能课上修理收音机的过程，突出安全操作、结构理解和耐心思考。 【详解】 16. 文章按事件发展讲述人物经历，中心事件就是题目所指内容。 A项意为“修理收音机”；B项意为“一场运动会”；C项意为“一节烹饪课”；D项意为“一次天气变化”。A项准确概括故事主线，故选A。 17. 故事中人物通过真实任务获得成长，体现出相应的学习启示。 A项意为“如何停止提问”；B项意为“如何安全而耐心地修理物品”；C项意为“如何买零食”；D项意为“如何成为歌手”。B项符合文章的教育意义，故选B。 18. 人物处理问题时表现出的品质正是文章倡导的态度。 A项意为“粗心的”；B项意为“懒惰的”；C项意为“粗鲁的”；D项意为“细心的”。D项符合人物品质，故选D。 19. 文章说明活动把课堂学习与真实生活或职业情境联系起来。 A项意为“它让这个地方空无一人”；B项意为“它改变天气”；C项意为“它帮助学生在真实实践中了解机器”；D项意为“它永远避免所有错误”。C项说明活动价值，故选C。 20. 文章受益对象应与人物专业、活动场景或能力训练一致。 A项意为“只有诗人”；B项意为“参加实践训练的学生”；C项意为“只有画家”；D项意为“只有司机”。B项最贴近文章内容，故选B。 E A community service center in Beiliu opened a small helper desk for neighborhood residents. Students from a local vocational school worked there with adult volunteers every weekend. They helped old people fill out simple forms, repaired umbrellas, printed notices and explained how to use mobile payment safely. At first, some students thought the work would be easy. Soon they found that every visitor had a different need. One old woman could not read the phone screen clearly, while a father needed a school notice printed before noon. The students had to listen carefully, ask clear questions and stay calm when the queue became long. After several weeks, they became faster and more confident. They also kept a notebook for common problems and useful sentences, such as 'Please wait a moment' and 'Let me check it for you.' New volunteers read the notebook before starting work, so they could avoid the same mistakes. One teacher said the activity was useful because students practiced English and computer skills while solving real problems. The students learned that service work teaches patience, politeness and respect for others. They also found that small community problems can become useful lessons for future workplace communication. The helper desk became a bridge between school training and neighborhood life. 21. What is the passage mainly about? A. A train accident. B. A community service center C. A cooking lesson. D. A weather change. 22. What can students learn from the passage? A. How to stop asking questions. B. How to avoid visitors. C. How to buy snacks. D. How to help people in real life 23. Which word best describes the suggested attitude? A. Patient B. Lazy. C. Rude. D. Hungry. 24. Why is the activity or idea useful? A. It makes the place empty. B. It changes the weather. C. It connects English and computer skills with community service D. It avoids all mistakes forever. 25. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Only painters. D. Vocational students 【答案】21. B 22. D 23. A 24. C 25. D 【导语】本文介绍社区服务中心的学生志愿活动，强调在帮助居民的过程中培养耐心、礼貌和解决实际问题的能力。 【详解】 21. 文章按事件发展讲述人物经历，中心事件就是题目所指内容。 A项意为“一次火车事故”；B项意为“社区服务中心”；C项意为“一节烹饪课”；D项意为“一次天气变化”。B项准确概括故事主线，故选B。 22. 故事中人物通过真实任务获得成长，体现出相应的学习启示。 A项意为“如何停止提问”；B项意为“如何避开游客”；C项意为“如何买零食”；D项意为“如何在真实生活中帮助他人”。D项符合文章的教育意义，故选D。 23. 人物处理问题时表现出的品质正是文章倡导的态度。 A项意为“有耐心的”；B项意为“懒惰的”；C项意为“粗鲁的”；D项意为“饥饿的”。A项符合人物品质，故选A。 24. 文章说明活动把课堂学习与真实生活或职业情境联系起来。 A项意为“它让这个地方空无一人”；B项意为“它改变天气”；C项意为“它把英语和计算机技能与社区服务联系起来”；D项意为“它永远避免所有错误”。C项说明活动价值，故选C。 25. 文章受益对象应与人物专业、活动场景或能力训练一致。 A项意为“只有诗人”；B项意为“只有园丁”；C项意为“只有画家”；D项意为“中职学生”。D项最贴近文章内容，故选D。 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：本卷依据最新版《广西高等职业教育考试大纲与说明（英语）》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（一）记叙文专项训练卷，围绕志愿服务、求职体验、劳动实践、技能训练和社区服务设置五篇阅读，共25小题，每题4分，满分100分。突出事件发展和人物品质，训练学生梳理情节、理解行为动机和判断主题意义的能力。 【2027版】广西（对口考试）《英语45分钟训练卷》 第9卷 阅读理解（一）专项训练3：记叙文阅读（人物成长、职业体验、社会服务） 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Volunteer Guide A Ming is a tourism-service student from Guilin. Last summer, he worked as a volunteer guide at a local museum near the Li River. On the first morning, he stood beside the map with a notebook in his hand, but he was afraid to speak English. When a visitor asked a question quickly, Ming only smiled and looked at his teacher. His teacher did not laugh at him. She asked him to prepare three simple sentences, speak slowly and use the map when he could not find the right word. A few days later, a visitor wanted to know the story behind a painting of the Li River and old streets. Ming took a deep breath, pointed to the painting and explained what he had learned in class. Then he showed the visitor the way to another exhibition room. The visitor thanked him warmly. From that day on, Ming wrote down new questions after work and practiced answers with classmates every week. By the end of the holiday, he was still not perfect, but he became much more confident. He understood that friendly service and clear information can make simple English useful in real tourism work. His experience also showed younger students that courage often grows from one small successful service at a time. Later, Ming kept the notebook and used it before each new volunteer task. 1. What is the passage mainly about? A. A train accident. B. Ming’s volunteer experience C. A cooking lesson. D. A weather change. 2. What can students learn from the passage? A. How to improve speaking through service B. How to avoid visitors. C. How to buy snacks. D. How to become a singer. 3. Which word best describes the suggested attitude? A. Careless. B. Lazy. C. Confident D. Hungry. 4. Why is the activity or idea useful? A. It makes the place empty. B. It changes the weather. C. It removes all questions. D. It helped him practice English in real situations 5. Who may benefit most from the passage? A. Only poets. B. Tourism-service students C. Only painters. D. Only drivers. B Lina was nervous before her first part-time job interview at a hotel in Nanning. She checked her resume many times and practiced answering questions with her classmates. Her teacher reminded her to speak clearly, listen carefully and give true examples instead of empty words. On the way to the hotel, Lina saw an old man carrying a heavy bag near the gate. She stopped and helped him move it to a bench. The old man smiled and thanked her. Lina did not know that the hotel manager had noticed this small action from the lobby. During the interview, the manager asked why she wanted the job. Lina said she liked helping people, could greet guests politely and was willing to learn quickly. She also talked about a school activity where she had guided visitors. The manager paid attention not only to her answers, but also to her voice, eye contact and listening habit. In the end, Lina got the chance. The manager told her that service spirit often appears in little actions. After returning to school, Lina wrote down the questions and shared them with her classmates. She realized that an interview is a test of both words and behavior. From then on, she paid more attention to daily manners, because ordinary actions may become evidence of job readiness. 6. What is the passage mainly about? A. A train accident. B. A sports meeting. C. Lina’s first interview D. A weather change. 7. What can students learn from the passage? A. How to stop asking questions. B. How to avoid visitors. C. How to buy snacks. D. How kindness and preparation help in interviews 8. Which word best describes the suggested attitude? A. Careless. B. Helpful C. Rude. D. Hungry. 9. Why is the activity or idea useful? A. It shows real service spirit in a job situation B. It changes the weather. C. It removes all questions. D. It avoids all mistakes forever. 10. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Students preparing for part-time jobs D. Only drivers. C Students in Class 2 built a small garden behind their classroom and turned it into a long-term learning project. They planted tomatoes, peppers and flowers, and wrote short English records every Friday. At first, they thought the work was easy. During a hot week in Yulin, one group forgot to water the plants for two days, and several leaves turned yellow. Some students were worried that the teacher would blame them. However, she only asked them to look at the leaves carefully and think about what the garden needed. After a class discussion, students made a duty table and divided the work into morning and afternoon shifts. They also invited a local farmer to explain how soil, sunlight and rain affect plant growth. Slowly, the garden became green again. Students used it to write reports, draw posters about healthy eating and label plants in English. The yellow leaves were no longer just a mistake; they became evidence that the plan needed improvement. By the end of the term, the class understood that growth comes from daily care, reflection and teamwork, not from an easy success. The garden also helped quiet students speak more confidently when they reported changes to the class. Their reports became short, clear and connected with real observation. 11. What is the passage mainly about? A. A train accident. B. A sports meeting. C. A cooking lesson. D. A class garden project 12. What can students learn from the passage? A. Responsibility and teamwork B. How to avoid visitors. C. How to buy snacks. D. How to become a singer. 13. Which word best describes the suggested attitude? A. Careless. B. Lazy. C. Patient D. Hungry. 14. Why is the activity or idea useful? A. It makes the place empty. B. It connects learning with real life C. It removes all questions. D. It avoids all mistakes forever. 15. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Only painters. D. Students who join practical activities D During a skills lesson, Wei tried to repair an old radio that had belonged to his grandfather. He checked the battery first, but the radio still made no sound. Then he opened the back carefully and found a loose wire near the speaker. Because class time was short, Wei wanted to fix it quickly. His teacher stopped him and said that safety rules matter more than speed. Wei put on gloves, chose the right tool and checked each connection one by one. The teacher asked him to explain what each part did before reconnecting the wire. Wei slowly described the battery, the speaker, the switch and the circuit. When he finally connected the wire correctly, the radio played an old song. The class became quiet for a moment, and Wei smiled. He learned that repair work needs patience, careful thinking and a clear order. Later, he wrote a repair report for his group. He listed the problem, possible causes, tools used and final result. His classmates learned from the report that repair work should follow evidence, not guesses. The teacher kept it as an example for the next class. Wei felt proud, but he also knew that every future repair should begin with careful observation and safety rules. This lesson changed his habit of rushing through difficult tasks. 16. What is the passage mainly about? A. Repairing a radio B. A sports meeting. C. A cooking lesson. D. A weather change. 17. What can students learn from the passage? A. How to stop asking questions. B. How to repair something safely and patiently C. How to buy snacks. D. How to become a singer. 18. Which word best describes the suggested attitude? A. Careless. B. Lazy. C. Rude. D. Careful 19. Why is the activity or idea useful? A. It makes the place empty. B. It changes the weather. C. It helps students understand machines in real practice D. It avoids all mistakes forever. 20. Who may benefit most from the passage? A. Only poets. B. Students in practical training C. Only painters. D. Only drivers. E A community service center in Beiliu opened a small helper desk for neighborhood residents. Students from a local vocational school worked there with adult volunteers every weekend. They helped old people fill out simple forms, repaired umbrellas, printed notices and explained how to use mobile payment safely. At first, some students thought the work would be easy. Soon they found that every visitor had a different need. One old woman could not read the phone screen clearly, while a father needed a school notice printed before noon. The students had to listen carefully, ask clear questions and stay calm when the queue became long. After several weeks, they became faster and more confident. They also kept a notebook for common problems and useful sentences, such as 'Please wait a moment' and 'Let me check it for you.' New volunteers read the notebook before starting work, so they could avoid the same mistakes. One teacher said the activity was useful because students practiced English and computer skills while solving real problems. The students learned that service work teaches patience, politeness and respect for others. They also found that small community problems can become useful lessons for future workplace communication. The helper desk became a bridge between school training and neighborhood life. 21. What is the passage mainly about? A. A train accident. B. A community service center C. A cooking lesson. D. A weather change. 22. What can students learn from the passage? A. How to stop asking questions. B. How to avoid visitors. C. How to buy snacks. D. How to help people in real life 23. Which word best describes the suggested attitude? A. Patient B. Lazy. C. Rude. D. Hungry. 24. Why is the activity or idea useful? A. It makes the place empty. B. It changes the weather. C. It connects English and computer skills with community service D. It avoids all mistakes forever. 25. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Only painters. D. Vocational students 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 $