第10卷 职场类阅读（求职应聘、职场礼仪、职业规划）-【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** 聚焦中职实习就业场景，围绕简历写作、职场问候等五大职场主题，通过25道选择题系统训练信息理解与职业价值判断能力，逻辑契合职业发展全流程。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |简历写作|5题（主旨/细节）|考查简历要素与岗位匹配|个人信息到求职需求的对应逻辑| |职场问候|5题（态度/方法）|聚焦礼仪规范与沟通技巧|职场场景中礼貌表达的应用逻辑| |职业选择|5题（规划/能力）|关联兴趣能力与职业适配|自我认知到职业决策的推导逻辑| |安全标识|5题（规则/预防）|强调标识理解与事故防范|符号信息到安全行为的转化逻辑| |团队合作|5题（协作/效率）|突出分工协作与任务完成|个体优势到团队效能的整合逻辑|

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）职场类阅读专项训练卷，围绕简历写作、职场问候、职业选择、安全标识和团队合作设置五篇阅读，共25小题，每题4分，满分100分。语篇对接广西中职学生未来实习和就业场景，训练职业语篇中的信息理解、规则判断和价值认识能力。 【2027版】广西（对口考试）《英语45分钟训练卷》 第10卷 阅读理解（一）专项训练4：职场类阅读（求职应聘、职场礼仪、职业规划） 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 A good resume should be clear, honest and easy to read. For vocational students, it usually includes personal information, education, skills, practice experience and contact information. Students should not write too many unrelated details, because employers want to know what the applicant can really do. If a student applies for a hotel job, service training, English speaking practice and teamwork experience may be useful. If a student applies for a repair job, tool use, safety training and careful work records should be mentioned. One student from Qinzhou changed her resume after her teacher read it carefully. She removed old club activities that had nothing to do with the job she wanted and added a short paragraph about her restaurant internship. She also learned to describe her strengths with simple and confident words. When she gave the resume to a hotel manager, the manager said it was easy to read and matched the job well. The teacher then reminded the class not to exaggerate experience. A clear resume can guide the interview because the manager may ask about details on the page. Therefore, every sentence should be truthful, useful and connected with the job. Students also learned to keep the layout neat, use the same tense when describing experience and check phone numbers carefully before printing. These small details can make the resume look professional. More importantly, they help the employer trust the applicant before the interview begins. 1. What is the passage mainly about? A. A train accident. B. Writing a resume C. A cooking lesson. D. A weather change. 2. What can students learn from the passage? A. How to make a resume useful for a job 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. Careful 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 helps employers understand the student’s strengths 5. Who may benefit most from the passage? A. Only poets. B. Vocational students applying for jobs C. Only painters. D. Only drivers. 【答案】1. B 2. A 3. C 4. D 5. B 【导语】本文介绍简历写作的基本要求和修改过程，强调准确、简洁、相关的信息如何帮助职校学生求职。 【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“写简历”；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“如何让简历对求职有用”；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“细心的”；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“它帮助用人单位了解学生的优势”。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“正在求职的中职学生”；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 Greeting people properly is an important part of workplace manners. At a front desk, workers should smile, use polite words and listen carefully. When meeting a guest for the first time, they may say, 'Good morning. How may I help you?' If the guest has a problem, the worker should not argue or use a rude tone. A calm voice and patient explanation can make the guest feel respected. In vocational training, students practice greetings again and again because good manners often decide the first impression. One teacher asked the class to compare two greetings. The first one was short but cold. The second one was warm, clear and helpful. Students quickly noticed which one worked better in a real workplace. They also practiced greeting customers in a hotel, a shop and a hospital. The teacher reminded them that greetings may change according to time, place and relationship. A front-desk worker speaks differently from a classmate chatting after school. Students found that the same sentence can sound friendly or impatient with a different tone. After the lesson, they understood that greeting is not just saying hello. It is a way to show professionalism, respect and service spirit from the first second. The teacher also asked students to record their voices and listen again, so they could notice whether their tone sounded patient, clear and friendly enough for real guests. This simple practice made students more aware of workplace language. 6. What is the passage mainly about? A. A train accident. B. A sports meeting. C. Workplace greetings 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 to greet people politely at work 8. Which word best describes the suggested attitude? A. Careless. B. Polite C. Rude. D. Hungry. 9. Why is the activity or idea useful? A. It helps create a good first impression 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 service jobs D. Only drivers. 【答案】6. C 7. D 8. B 9. A 10. C 【导语】本文围绕职场问候展开，说明礼貌用语、语气和表情如何影响顾客体验和第一印象。 【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“职场问候”；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“如何在工作中礼貌地问候他人”。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“有礼貌的”；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“它有助于留下良好的第一印象”；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“准备从事服务岗位的学生”；D项意为“只有司机”。C项最贴近文章内容，故选C。 C Choosing a career is not only about salary. Students should think about interests, abilities, values and future development. A student who enjoys talking with people may like tourism or hotel service. A student who is patient with machines may choose repair or manufacturing. Teachers often ask students to visit companies, watch workers and talk with skilled workers so that they can understand real workplaces before making plans. Without real information, a career choice may only come from imagination. In one class, students compared several jobs and wrote down what each job required. They looked at a travel guide's communication skills, a mechanic's careful hands and a cashier's quick attention. Some students were surprised to find that the job they thought was easy needed many different skills. The teacher then asked each student to make a career card with three parts: what I like, what I can do and what I need to learn. Students shared the cards in groups and received advice from classmates. This activity helped them see that career planning is a process that can be adjusted as they grow. A suitable plan comes from self-knowledge, real experience and responsibility. After the sharing, several students changed their first choice because they understood their strengths more clearly. The teacher told them that such changes were normal and helpful. Career planning should become clearer through practice, not stay fixed after one class discussion. 11. What is the passage mainly about? A. A train accident. B. A sports meeting. C. A cooking lesson. D. Choosing a career 12. What can students learn from the passage? A. How to plan for a suitable career 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. Responsible D. Hungry. 14. Why is the activity or idea useful? A. It makes the place empty. B. It helps students understand real workplaces 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 thinking about their future jobs 【答案】11. D 12. A 13. C 14. B 15. D 【导语】本文讨论职业选择的思路，强调兴趣、能力、价值和真实体验如何帮助学生形成更适合自己的职业规划。 【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“选择职业”。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“如何规划适合自己的职业”；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“有责任感的”；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“它帮助学生了解真实职场”；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“思考未来工作的学生”。D项最贴近文章内容，故选D。 D Safety signs are common in factories and workshops. Some signs tell workers to wear helmets, gloves or masks. Some signs warn people not to touch machines or enter dangerous areas. Understanding these signs can prevent accidents and protect everyone on the work site. In a vocational school, the teacher brought several real signs into class and asked students to match each sign with its meaning. One sign showed a hand near a moving machine. Another sign said 'No smoking'. A third sign reminded people to keep the floor dry. Students discussed why each sign was needed and what might happen if people ignored it. The teacher described a small accident that happened because a worker rushed into a workshop without looking at a warning sign. The class realized that safety signs are not decorations. They are short but powerful messages that tell people what to do, what not to do and how to stay safe. After the lesson, students walked through the training room again and noticed many signs they had never paid attention to before. Finally, each group designed one sign for its own practice area. Through drawing and explaining signs, students remembered the rules more deeply and understood that safety education should appear before accidents happen. They also learned to place signs where workers can see them easily, because a good warning must be clear at the right moment. This made safety signs connected with real workshop decisions. 16. What is the passage mainly about? A. Safety signs in a factory 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 understand and follow safety signs 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 prevent accidents D. It avoids all mistakes forever. 20. Who may benefit most from the passage? A. Only poets. B. Students doing practical training C. Only painters. D. Only drivers. 【答案】16. A 17. B 18. D 19. C 20. B 【导语】本文介绍工厂和实训室中的安全标识，说明学生如何通过识别标识避免事故并养成规范操作习惯。 【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“工厂里的安全标识”；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“如何理解并遵守安全标识”；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“它有助于预防事故”；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 In a training workshop, students were asked to finish a group project for a school open day. Their task was to design a small product display that combined planning, communication and handwork. One group chose local snacks, another chose simple repair tools, and a third chose handmade notebooks. Each group had to decide who would collect materials, who would write short English labels and who would explain the product to visitors. At first, some students wanted to work alone because they thought it would be faster. Soon, however, they found that the task became easier when they shared ideas and listened to each other. The strongest student was not always the best speaker, and the quietest student often had the clearest notes. The teacher walked around, asked questions and reminded them to keep their display neat and their words short. After the open day, visitors voted for the clearest display and the most creative explanation. The winning group said their success came from early planning and honest discussion. Other groups also found useful lessons from their problems, such as unclear labels or uneven speaking time. The teacher asked everyone to write one teamwork rule for future projects. Students learned that teamwork is not just dividing work. It also means respecting different ideas and finishing one task with the whole group in mind. In the next project, students planned speaking time earlier and checked labels together before visitors arrived, so the group work became smoother and more balanced. They also learned to thank teammates for different kinds of work. 21. What is the passage mainly about? A. A train accident. B. A workshop team project 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 teamwork helps complete a project 23. Which word best describes the suggested attitude? A. Cooperative 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 teaches students to work with others in real tasks D. It avoids all mistakes forever. 25. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Only painters. D. Students who need team experience 【答案】21. B 22. D 23. A 24. C 25. D 【导语】本文围绕实训室小组项目展开，突出分工、沟通、倾听和协作如何帮助学生完成真实任务。 【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“实训室团队项目”；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“团队合作如何帮助完成项目”。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“有合作精神的”；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“它教会学生在真实任务中与他人合作”；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“需要团队经验的学生”。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）职场类阅读专项训练卷，围绕简历写作、职场问候、职业选择、安全标识和团队合作设置五篇阅读，共25小题，每题4分，满分100分。语篇对接广西中职学生未来实习和就业场景，训练职业语篇中的信息理解、规则判断和价值认识能力。 【2027版】广西（对口考试）《英语45分钟训练卷》 第10卷 阅读理解（一）专项训练4：职场类阅读（求职应聘、职场礼仪、职业规划） 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 A good resume should be clear, honest and easy to read. For vocational students, it usually includes personal information, education, skills, practice experience and contact information. Students should not write too many unrelated details, because employers want to know what the applicant can really do. If a student applies for a hotel job, service training, English speaking practice and teamwork experience may be useful. If a student applies for a repair job, tool use, safety training and careful work records should be mentioned. One student from Qinzhou changed her resume after her teacher read it carefully. She removed old club activities that had nothing to do with the job she wanted and added a short paragraph about her restaurant internship. She also learned to describe her strengths with simple and confident words. When she gave the resume to a hotel manager, the manager said it was easy to read and matched the job well. The teacher then reminded the class not to exaggerate experience. A clear resume can guide the interview because the manager may ask about details on the page. Therefore, every sentence should be truthful, useful and connected with the job. Students also learned to keep the layout neat, use the same tense when describing experience and check phone numbers carefully before printing. These small details can make the resume look professional. More importantly, they help the employer trust the applicant before the interview begins. 1. What is the passage mainly about? A. A train accident. B. Writing a resume C. A cooking lesson. D. A weather change. 2. What can students learn from the passage? A. How to make a resume useful for a job 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. Careful 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 helps employers understand the student’s strengths 5. Who may benefit most from the passage? A. Only poets. B. Vocational students applying for jobs C. Only painters. D. Only drivers. B Greeting people properly is an important part of workplace manners. At a front desk, workers should smile, use polite words and listen carefully. When meeting a guest for the first time, they may say, 'Good morning. How may I help you?' If the guest has a problem, the worker should not argue or use a rude tone. A calm voice and patient explanation can make the guest feel respected. In vocational training, students practice greetings again and again because good manners often decide the first impression. One teacher asked the class to compare two greetings. The first one was short but cold. The second one was warm, clear and helpful. Students quickly noticed which one worked better in a real workplace. They also practiced greeting customers in a hotel, a shop and a hospital. The teacher reminded them that greetings may change according to time, place and relationship. A front-desk worker speaks differently from a classmate chatting after school. Students found that the same sentence can sound friendly or impatient with a different tone. After the lesson, they understood that greeting is not just saying hello. It is a way to show professionalism, respect and service spirit from the first second. The teacher also asked students to record their voices and listen again, so they could notice whether their tone sounded patient, clear and friendly enough for real guests. This simple practice made students more aware of workplace language. 6. What is the passage mainly about? A. A train accident. B. A sports meeting. C. Workplace greetings 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 to greet people politely at work 8. Which word best describes the suggested attitude? A. Careless. B. Polite C. Rude. D. Hungry. 9. Why is the activity or idea useful? A. It helps create a good first impression 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 service jobs D. Only drivers. C Choosing a career is not only about salary. Students should think about interests, abilities, values and future development. A student who enjoys talking with people may like tourism or hotel service. A student who is patient with machines may choose repair or manufacturing. Teachers often ask students to visit companies, watch workers and talk with skilled workers so that they can understand real workplaces before making plans. Without real information, a career choice may only come from imagination. In one class, students compared several jobs and wrote down what each job required. They looked at a travel guide's communication skills, a mechanic's careful hands and a cashier's quick attention. Some students were surprised to find that the job they thought was easy needed many different skills. The teacher then asked each student to make a career card with three parts: what I like, what I can do and what I need to learn. Students shared the cards in groups and received advice from classmates. This activity helped them see that career planning is a process that can be adjusted as they grow. A suitable plan comes from self-knowledge, real experience and responsibility. After the sharing, several students changed their first choice because they understood their strengths more clearly. The teacher told them that such changes were normal and helpful. Career planning should become clearer through practice, not stay fixed after one class discussion. 11. What is the passage mainly about? A. A train accident. B. A sports meeting. C. A cooking lesson. D. Choosing a career 12. What can students learn from the passage? A. How to plan for a suitable career 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. Responsible D. Hungry. 14. Why is the activity or idea useful? A. It makes the place empty. B. It helps students understand real workplaces 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 thinking about their future jobs D Safety signs are common in factories and workshops. Some signs tell workers to wear helmets, gloves or masks. Some signs warn people not to touch machines or enter dangerous areas. Understanding these signs can prevent accidents and protect everyone on the work site. In a vocational school, the teacher brought several real signs into class and asked students to match each sign with its meaning. One sign showed a hand near a moving machine. Another sign said 'No smoking'. A third sign reminded people to keep the floor dry. Students discussed why each sign was needed and what might happen if people ignored it. The teacher described a small accident that happened because a worker rushed into a workshop without looking at a warning sign. The class realized that safety signs are not decorations. They are short but powerful messages that tell people what to do, what not to do and how to stay safe. After the lesson, students walked through the training room again and noticed many signs they had never paid attention to before. Finally, each group designed one sign for its own practice area. Through drawing and explaining signs, students remembered the rules more deeply and understood that safety education should appear before accidents happen. They also learned to place signs where workers can see them easily, because a good warning must be clear at the right moment. This made safety signs connected with real workshop decisions. 16. What is the passage mainly about? A. Safety signs in a factory 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 understand and follow safety signs 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 prevent accidents D. It avoids all mistakes forever. 20. Who may benefit most from the passage? A. Only poets. B. Students doing practical training C. Only painters. D. Only drivers. E In a training workshop, students were asked to finish a group project for a school open day. Their task was to design a small product display that combined planning, communication and handwork. One group chose local snacks, another chose simple repair tools, and a third chose handmade notebooks. Each group had to decide who would collect materials, who would write short English labels and who would explain the product to visitors. At first, some students wanted to work alone because they thought it would be faster. Soon, however, they found that the task became easier when they shared ideas and listened to each other. The strongest student was not always the best speaker, and the quietest student often had the clearest notes. The teacher walked around, asked questions and reminded them to keep their display neat and their words short. After the open day, visitors voted for the clearest display and the most creative explanation. The winning group said their success came from early planning and honest discussion. Other groups also found useful lessons from their problems, such as unclear labels or uneven speaking time. The teacher asked everyone to write one teamwork rule for future projects. Students learned that teamwork is not just dividing work. It also means respecting different ideas and finishing one task with the whole group in mind. In the next project, students planned speaking time earlier and checked labels together before visitors arrived, so the group work became smoother and more balanced. They also learned to thank teammates for different kinds of work. 21. What is the passage mainly about? A. A train accident. B. A workshop team project 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 teamwork helps complete a project 23. Which word best describes the suggested attitude? A. Cooperative 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 teaches students to work with others in real tasks D. It avoids all mistakes forever. 25. Who may benefit most from the passage? A. Only poets. B. Only gardeners. C. Only painters. D. Students who need team experience 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 $