第15卷 短文阅读五选五-【2027版】广东省（“3+证书”考试）《英语45分钟训练卷》（原卷版+解析版）

**基本信息** 聚焦校园生活、实训安全等真实语篇，通过5篇典型文本系统训练上下文衔接与篇章逻辑判断能力，强化语言理解与思维品质。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |短文阅读五选五|5篇25题，涵盖校园午餐指南、实训安全等主题|五选五补全短文，考查因果、例证等衔接关系|以真实情境语篇为载体，构建从具体语境分析到篇章逻辑推理的认知链条，提升语言能力与思维品质|

编写说明：本卷依据最新版《中等职业学校英语课程标准》和历年真题编写。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。本卷为短文阅读五选五专项训练，围绕校园生活、实训安全、社区服务和线上沟通等语篇，训练学生结合上下文判断句子衔接和篇章逻辑的能力。 【2027版】广东省（“3+证书”考试）《英语45分钟训练卷》 第15卷 短文阅读五选五 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 短文阅读五选五（共5篇，25小题；每小题4分，满分100分） 阅读下面短文，从短文后所给的A、B、C、D和E五个选项中选出可以填入空白处的最佳选项。 Passage A Many students in Wei Lan’s school brought lunch from home. Some meals stayed warm, but others became oily or wet before noon. Several students said they could not enjoy lunch after carrying it through a crowded bus. The student health club decided to make a short lunch-box guide. ____1____ They hoped the guide would help students eat safely and waste less food. The club first watched what happened after the morning break. Rice boxes were often placed beside sports shoes, and fruit was sometimes put together with hot soup. ____2____ A nurse told the club that clean hands and separate containers (容器) were simple but important. Next, the students tested three lunch boxes. One kept soup warm but was too heavy. Another was light but leaked (渗漏) easily. The third had two small parts and a tight cover. ____3____ They chose it for the guide because most students could carry it comfortably. The guide also suggested planning portions (份量). A big box might look rich, but students often threw away food they could not finish. A smaller lunch with rice, vegetables and one protein food was enough for most students. The club tested this idea with ten volunteers for a week. ____4____ This made the advice practical rather than strict. When the guide was posted near the canteen, many students stopped to read it. Some even added their own tips, such as putting fruit in a paper bag. The canteen worker also wrote a reminder about washing boxes after school. ____5____ The health club learned that small daily changes could make school lunch cleaner and easier. A. It was also easy to wash. B. So they asked classmates for ideas. C. This caused taste and safety problems. D. The guide soon became a shared list. E. Students could add more if needed. 【答案】1. B 2. C 3. A 4. E 5. D 【导语】本文是一篇说明文，介绍学校健康社团调查学生午餐盒使用情况，并制作午餐盒指南，帮助同学安全、合理地带饭。 【详解】 1. 根据空前“The student health club decided to make a short lunch-box guide.（学生健康社团决定制作一份简短的午餐盒指南。）”和空后“They hoped the guide would help students eat safely and waste less food.（他们希望这份指南能帮助学生安全饮食并减少食物浪费。）”可知，社团决定制作指南后，需要先收集同学想法。选项B“So they asked classmates for ideas.（所以他们向同学征求想法。）”承接自然。故选B。 2. 根据空前“Rice boxes were often placed beside sports shoes, and fruit was sometimes put together with hot soup.（米饭盒经常被放在运动鞋旁边，水果有时和热汤放在一起。）”和空后“A nurse told the club that clean hands and separate containers were simple but important.（一位护士告诉社团，干净的双手和分开的容器简单却重要。）”可知，这些做法会带来味道和安全问题。选项C“This caused taste and safety problems.（这造成了味道和安全问题。）”符合语境。故选C。 3. 根据空前“The third had two small parts and a tight cover.（第三个饭盒有两个小隔层和一个严密的盖子。）”和空后“They chose it for the guide because most students could carry it comfortably.（他们把它选进指南，因为大多数学生可以舒适地携带它。）”可知，空处继续说明第三个饭盒的优点。选项A“It was also easy to wash.（它也容易清洗。）”与前后衔接合理。故选A。 4. 根据空前“A smaller lunch with rice, vegetables and one protein food was enough for most students.（一份含米饭、蔬菜和一种蛋白质食物的较小午餐对大多数学生来说已经足够。）”和空后“This made the advice practical rather than strict.（这让建议变得实用，而不是严格限制。）”可知，建议并非死板限制，学生需要时可以增加。选项E“Students could add more if needed.（如果需要，学生可以再加一些。）”符合语境。故选E。 5. 根据空前“Some even added their own tips, such as putting fruit in a paper bag. The canteen worker also wrote a reminder about washing boxes after school.（有些人甚至补充了自己的小建议，比如把水果放进纸袋里。食堂工作人员还写下了放学后清洗饭盒的提醒。）”和空后“The health club learned that small daily changes could make school lunch cleaner and easier.（健康社团认识到，日常小改变可以让学校午餐更干净、更方便。）”可知，指南逐渐变成大家共同补充的清单。选项D“The guide soon became a shared list.（这份指南很快成了一份共享清单。）”承上启下。故选D。 Passage B The metal workshop used to be the noisiest room at Donghe School. Students loved using tools, but they talked loudly and moved around without checking the floor. New students sometimes copied this careless habit during their first week. Their teacher, Mr. Han, did not want to stop practice. ____6____ He wanted students to notice risk before it became danger. On Monday, he placed three red cards on different tables. Each card named one problem: loose wires, tools near the edge, or oil on the floor. Students entered the room and began their work as usual. ____7____ Only two groups found all three cards before practice began. Mr. Han then asked the class to walk through the room again. This time, no one touched a machine. Students pointed to each risk and explained why it mattered. A loose wire might make someone trip. Oil could make the floor slippery (滑的). ____8____ The room slowly became quiet. After that, the class created a two-minute check. Before practice, one student looked at the floor, another checked tools, and a third read the task aloud. The check was short, so students did not feel it wasted time. ____9____ It became part of their normal work. A month later, fewer tools fell and students reminded each other in lower voices. The workshop door also displayed the class checklist for other groups to use. Mr. Han said the change was not about being silent all the time. ____10____ Real skill, he told them, included safe habits as well as quick hands. A. He wanted safer practice. B. It helped them begin calmly. C. Sharp tools needed space. D. Most students missed the risks. E. It was about thinking first. 【答案】6. A 7. D 8. C 9. B 10. E 【导语】本文是一篇说明文，介绍韩老师通过风险卡和课前两分钟检查，引导学生在金工实训中先观察风险、养成安全习惯。 【详解】 6. 根据空前“Their teacher, Mr. Han, did not want to stop practice.（他们的老师韩老师不想停止实训。）”和空后“He wanted students to notice risk before it became danger.（他希望学生在风险变成危险之前注意到它。）”可知，老师不是停止实训，而是希望实训更安全。选项A“He wanted safer practice.（他想要更安全的实训。）”符合语境。故选A。 7. 根据空前“Students entered the room and began their work as usual.（学生们走进房间，像往常一样开始工作。）”和空后“Only two groups found all three cards before practice began.（只有两个小组在实训开始前找到了全部三张卡片。）”可知，大多数学生没有发现风险卡。选项D“Most students missed the risks.（大多数学生漏掉了这些风险。）”承接自然。故选D。 8. 根据空前“A loose wire might make someone trip. Oil could make the floor slippery.（松动的电线可能会让人绊倒。油污可能会让地面变滑。）”和空后“The room slowly became quiet.（房间慢慢安静下来。）”可知，空处应继续解释工具靠边的危险。选项C“Sharp tools needed space.（锋利工具需要空间。）”符合安全说明。故选C。 9. 根据空前“The check was short, so students did not feel it wasted time.（检查时间很短，所以学生们不觉得它浪费时间。）”和空后“It became part of their normal work.（它成了他们日常工作的一部分。）”可知，短检查帮助学生平静开始并形成常规。选项B“It helped them begin calmly.（它帮助他们平静地开始。）”符合语境。故选B。 10. 根据空前“Mr. Han said the change was not about being silent all the time.（韩老师说，这种改变不是要求一直保持安静。）”和空后“Real skill, he told them, included safe habits as well as quick hands.（他告诉学生，真正的技能既包括安全习惯，也包括熟练的双手。）”可知，安静不是目的，先思考才是关键。选项E“It was about thinking first.（它关乎先思考。）”符合总结。故选E。 Passage C Class 2 planned to make posters for a reading week. In the past, their posters looked bright for one day and then disappeared behind new notices. The library teacher said a good poster should invite people back more than once. This time, the class monitor, Yu Jie, wanted one poster to stay useful for a whole month. ____11____ She suggested making it like a reading map. The class first chose five books from different areas: travel, science, history, skills and stories. Students wrote one short sentence for each book, not a long review. ____12____ Visitors could understand the main idea quickly while walking past the wall. Yu Jie also left a blank corner called 'Today’s reader'. Every day, one student wrote a name and a short note there. Some notes were funny; others were serious. ____13____ The poster began to change a little each day, so people returned to see it. During the second week, the tape became weak because the wall was damp (潮湿的). Instead of making a new poster, two students fixed the back with stronger paper. They used clips so later notes could be changed without tearing the page. ____14____ Their repair kept the poster neat and saved the class from doing the same work again. By the end of the month, the poster was full of names and short notes. Students who seldom borrowed books had at least stopped to read one comment. The library teacher said it had done more than introduce books. ____15____ Yu Jie learned that a good poster was not only seen once; it invited people to keep joining in. A. This made the poster easy to read. B. It had built a reading habit. C. So she changed the old plan. D. They also moved it from the wet corner. E. Each note showed a real reader. 【答案】11. C 12. A 13. E 14. D 15. B 【导语】本文是一篇记叙文，讲述于洁带领班级把读书周海报做成可持续更新的阅读地图，让海报从一次性展示变成长期互动。 【详解】 11. 根据空前“This time, the class monitor, Yu Jie, wanted one poster to stay useful for a whole month.（这一次，班长于洁希望一张海报能在整整一个月里都发挥作用。）”和空后“She suggested making it like a reading map.（她建议把它做成一张阅读地图。）”可知，于洁改变了原来只做普通海报的计划。选项C“So she changed the old plan.（所以她改变了旧计划。）”符合语境。故选C。 12. 根据空前“Students wrote one short sentence for each book, not a long review.（学生们为每本书写一句简短的话，而不是长篇书评。）”和空后“Visitors could understand the main idea quickly while walking past the wall.（经过墙边的人可以很快理解主要内容。）”可知，短句让海报容易阅读。选项A“This made the poster easy to read.（这让海报容易阅读。）”承接自然。故选A。 13. 根据空前“Every day, one student wrote a name and a short note there. Some notes were funny; others were serious.（每天，一名学生在那里写下一个名字和一条短评。有些短评很有趣，另一些则很认真。）”和空后“The poster began to change a little each day, so people returned to see it.（海报每天都开始有一点变化，所以人们会回来看看它。）”可知，每条留言都代表真实读者参与。选项E“Each note showed a real reader.（每条留言都显示一位真实读者。）”符合语境。故选E。 14. 根据空前“They used clips so later notes could be changed without tearing the page.（他们使用夹子，这样后来的留言可以更换而不会撕破页面。）”和空后“Their repair kept the poster neat and saved the class from doing the same work again.（他们的修补让海报保持整洁，也让全班不用重复做同样的工作。）”可知，学生还处理了潮湿位置问题。选项D“They also moved it from the wet corner.（他们还把它从潮湿角落移开。）”符合修复过程。故选D。 15. 根据空前“The library teacher said it had done more than introduce books.（图书馆老师说，它做的不只是介绍书籍。）”和空后“Yu Jie learned that a good poster was not only seen once; it invited people to keep joining in.（于洁明白了，一张好海报不只是被看一次，它会邀请人们持续参与。）”可知，海报培养了阅读习惯。选项B“It had built a reading habit.（它培养了一种阅读习惯。）”符合总结。故选B。 Passage D There was a narrow piece of land beside the community clinic. People passed it every day, but few noticed it because weeds (杂草) covered the ground. Dust often blew from the land into the clinic door on windy afternoons. Nurse Lin thought the place could be useful. ____16____ She wanted patients to have a quiet corner while waiting. The clinic did not have much money, so Nurse Lin asked nearby families for old pots and unused seeds. A retired carpenter made two low benches. Children painted stones with plant names. ____17____ The garden began with things people already had. At first, some patients were surprised to see tomatoes and mint near the clinic door. Nurse Lin explained that the garden was not for selling vegetables. It was a place to rest the eyes and start friendly talk. ____18____ Older people often shared planting tips while waiting for medicine. The garden also helped children. When they felt nervous before a check-up, a nurse asked them to water one pot. Holding the small watering can made them calmer. Some children counted leaves or looked for new flowers while waiting. ____19____ Parents said the short task gave children something simple to focus on. By autumn, the clinic wall looked warmer. The garden was still small, but it changed the mood of the waiting area. People watered plants when Nurse Lin was busy with patients. Nurse Lin wrote a note beside the gate: 'Take a look, take a breath, and leave some kindness.' ____20____ People began to care for the clinic as a shared place. A. Soon it became a meeting place. B. So she drew a simple garden plan. C. The note was read by many visitors. D. No new materials were wasted. E. It also gave nurses time to prepare. 【答案】16. B 17. D 18. A 19. E 20. C 【导语】本文是一篇记叙文，讲述林护士把社区诊所旁的荒地改造成小花园，为患者和孩子提供安静等待空间的故事。 【详解】 16. 根据空前“Nurse Lin thought the place could be useful.（林护士认为这个地方可以派上用场。）”和空后“She wanted patients to have a quiet corner while waiting.（她希望病人在等待时有一个安静的角落。）”可知，林护士有了利用土地的想法，于是画计划。选项B“So she drew a simple garden plan.（所以她画了一个简单的花园计划。）”符合语境。故选B。 17. 根据空前“The clinic did not have much money, so Nurse Lin asked nearby families for old pots and unused seeds. A retired carpenter made two low benches. Children painted stones with plant names.（诊所没有太多资金，所以林护士向附近家庭征集旧花盆和没用完的种子。一位退休木匠做了两条矮长凳。孩子们在石头上画了植物名。）”和空后“The garden began with things people already had.（这个花园是用人们已有的东西建起来的。）”可知，花园没有浪费新材料。选项D“No new materials were wasted.（没有浪费新材料。）”符合语境。故选D。 18. 根据空前“It was a place to rest the eyes and start friendly talk.（这是一个让眼睛休息并开始友好交谈的地方。）”和空后“Older people often shared planting tips while waiting for medicine.（老人们在等药时经常分享种植技巧。）”可知，花园成了交流地点。选项A“Soon it became a meeting place.（很快它成了一个聚会交流的地方。）”衔接自然。故选A。 19. 根据空前“Some children counted leaves or looked for new flowers while waiting.（一些孩子在等待时数叶子或寻找新开的花。）”和空后“Parents said the short task gave children something simple to focus on.（家长们说，这个简短任务给了孩子们一件简单的事情去专注。）”可知，这也给护士准备时间。选项E“It also gave nurses time to prepare.（这也给了护士准备时间。）”符合语境。故选E。 20. 根据空前“Nurse Lin wrote a note beside the gate: ‘Take a look, take a breath, and leave some kindness.’（林护士在门旁写了一张便条：‘看一看，深呼吸，留下一点善意。’）”和空后“People began to care for the clinic as a shared place.（人们开始把诊所当作一个共享空间来爱护。）”可知，许多访客读到了便条并改变行为。选项C“The note was read by many visitors.（许多访客读到了这张便条。）”符合语境。故选C。 Passage E Our class group used to be busy after school. Someone asked a question, and ten replies appeared in one minute. Helpful answers were mixed with jokes and repeated messages. Students who opened the phone late often missed the teacher’s real notice. ____21____ Our head teacher asked us to think about how to make online talk clearer. We first agreed on a simple rule: wait three minutes before answering, unless the question was urgent (紧急的). During the three minutes, students should read the question twice and check whether someone had already answered it. ____22____ Fewer repeated messages appeared on the first day. Then we made labels for common topics. Homework questions began with [HW], activity notices with [ACT], and lost-and-found messages with [LOST]. The labels looked small, but they saved time. New members learned the labels in one afternoon. ____23____ Students could find the right message without reading every line. One problem remained. Some students were afraid that waiting would make them seem unfriendly. Our monitor posted a sample reply: 'I am checking it. I will answer soon.' The sentence was short, but everyone understood its meaning. ____24____ It showed that a person could be polite without sending an answer too quickly. After two weeks, the group became quieter but more useful. Students still helped each other, and teachers could see important notices easily. Even shy students said they felt less pressure to reply at once. ____25____ We learned that good online communication was not only about speaking fast; it was also about waiting, reading and answering clearly. A. This made the group hard to follow. B. The short wait changed our habit. C. The message reduced that worry. D. Important information no longer got lost. E. A topic could be seen at once. 【答案】21. A 22. B 23. E 24. C 25. D 【导语】本文是一篇说明文，介绍班级群通过“三分钟等待”、主题标签和礼貌提示，改善线上交流混乱、重复和信息遗漏的问题。 【详解】 21. 根据空前“Helpful answers were mixed with jokes and repeated messages. Students who opened the phone late often missed the teacher’s real notice.（有用的回答和玩笑、重复消息混在一起。晚一点打开手机的学生经常错过老师真正的通知。）”和空后“Our head teacher asked us to think about how to make online talk clearer.（班主任让我们思考如何让线上交流更清楚。）”可知，群消息难以跟进。选项A“This made the group hard to follow.（这让群消息难以跟进。）”符合语境。故选A。 22. 根据空前“During the three minutes, students should read the question twice and check whether someone had already answered it.（在这三分钟里，学生应把问题读两遍，并检查是否已经有人回答过。）”和空后“Fewer repeated messages appeared on the first day.（第一天重复消息就少了。）”可知，短暂等待改变了发言习惯。选项B“The short wait changed our habit.（短暂等待改变了我们的习惯。）”承接自然。故选B。 23. 根据空前“New members learned the labels in one afternoon.（新成员一个下午就学会了这些标签。）”和空后“Students could find the right message without reading every line.（学生不用读每一行就能找到正确的信息。）”可知，标签让主题一眼可见。选项E“A topic could be seen at once.（主题可以马上被看见。）”符合语境。故选E。 24. 根据空前“The sentence was short, but everyone understood its meaning.（这句话很短，但每个人都明白它的意思。）”和空后“It showed that a person could be polite without sending an answer too quickly.（它表明，一个人不用太快回复也可以很礼貌。）”可知，示范信息减少了担忧。选项C“The message reduced that worry.（这条信息减少了那种担忧。）”符合语境。故选C。 25. 根据空前“Students still helped each other, and teachers could see important notices easily. Even shy students said they felt less pressure to reply at once.（学生们仍然互相帮助，老师也能轻松看到重要通知。甚至内向的学生也说，他们觉得立即回复的压力小了。）”和空后“We learned that good online communication was not only about speaking fast; it was also about waiting, reading and answering clearly.（我们认识到，良好的线上交流不只是说得快，也关乎等待、阅读和清楚回答。）”可知，重要信息不再被淹没。选项D“Important information no longer got lost.（重要信息不再丢失。）”符合语境。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《中等职业学校英语课程标准》和历年真题编写。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。本卷为短文阅读五选五专项训练，围绕校园生活、实训安全、社区服务和线上沟通等语篇，训练学生结合上下文判断句子衔接和篇章逻辑的能力。 【2027版】广东省（“3+证书”考试）《英语45分钟训练卷》 第15卷 短文阅读五选五 考试时间：45分钟 满分：100分 班级______姓名______学号______成绩______ 短文阅读五选五（共5篇，25小题；每小题4分，满分100分） 阅读下面短文，从短文后所给的A、B、C、D和E五个选项中选出可以填入空白处的最佳选项。 Passage A Many students in Wei Lan’s school brought lunch from home. Some meals stayed warm, but others became oily or wet before noon. Several students said they could not enjoy lunch after carrying it through a crowded bus. The student health club decided to make a short lunch-box guide. ____1____ They hoped the guide would help students eat safely and waste less food. The club first watched what happened after the morning break. Rice boxes were often placed beside sports shoes, and fruit was sometimes put together with hot soup. ____2____ A nurse told the club that clean hands and separate containers (容器) were simple but important. Next, the students tested three lunch boxes. One kept soup warm but was too heavy. Another was light but leaked (渗漏) easily. The third had two small parts and a tight cover. ____3____ They chose it for the guide because most students could carry it comfortably. The guide also suggested planning portions (份量). A big box might look rich, but students often threw away food they could not finish. A smaller lunch with rice, vegetables and one protein food was enough for most students. The club tested this idea with ten volunteers for a week. ____4____ This made the advice practical rather than strict. When the guide was posted near the canteen, many students stopped to read it. Some even added their own tips, such as putting fruit in a paper bag. The canteen worker also wrote a reminder about washing boxes after school. ____5____ The health club learned that small daily changes could make school lunch cleaner and easier. A. It was also easy to wash. B. So they asked classmates for ideas. C. This caused taste and safety problems. D. The guide soon became a shared list. E. Students could add more if needed. Passage B The metal workshop used to be the noisiest room at Donghe School. Students loved using tools, but they talked loudly and moved around without checking the floor. New students sometimes copied this careless habit during their first week. Their teacher, Mr. Han, did not want to stop practice. ____6____ He wanted students to notice risk before it became danger. On Monday, he placed three red cards on different tables. Each card named one problem: loose wires, tools near the edge, or oil on the floor. Students entered the room and began their work as usual. ____7____ Only two groups found all three cards before practice began. Mr. Han then asked the class to walk through the room again. This time, no one touched a machine. Students pointed to each risk and explained why it mattered. A loose wire might make someone trip. Oil could make the floor slippery (滑的). ____8____ The room slowly became quiet. After that, the class created a two-minute check. Before practice, one student looked at the floor, another checked tools, and a third read the task aloud. The check was short, so students did not feel it wasted time. ____9____ It became part of their normal work. A month later, fewer tools fell and students reminded each other in lower voices. The workshop door also displayed the class checklist for other groups to use. Mr. Han said the change was not about being silent all the time. ____10____ Real skill, he told them, included safe habits as well as quick hands. A. He wanted safer practice. B. It helped them begin calmly. C. Sharp tools needed space. D. Most students missed the risks. E. It was about thinking first. Passage C Class 2 planned to make posters for a reading week. In the past, their posters looked bright for one day and then disappeared behind new notices. The library teacher said a good poster should invite people back more than once. This time, the class monitor, Yu Jie, wanted one poster to stay useful for a whole month. ____11____ She suggested making it like a reading map. The class first chose five books from different areas: travel, science, history, skills and stories. Students wrote one short sentence for each book, not a long review. ____12____ Visitors could understand the main idea quickly while walking past the wall. Yu Jie also left a blank corner called 'Today’s reader'. Every day, one student wrote a name and a short note there. Some notes were funny; others were serious. ____13____ The poster began to change a little each day, so people returned to see it. During the second week, the tape became weak because the wall was damp (潮湿的). Instead of making a new poster, two students fixed the back with stronger paper. They used clips so later notes could be changed without tearing the page. ____14____ Their repair kept the poster neat and saved the class from doing the same work again. By the end of the month, the poster was full of names and short notes. Students who seldom borrowed books had at least stopped to read one comment. The library teacher said it had done more than introduce books. ____15____ Yu Jie learned that a good poster was not only seen once; it invited people to keep joining in. A. This made the poster easy to read. B. It had built a reading habit. C. So she changed the old plan. D. They also moved it from the wet corner. E. Each note showed a real reader. Passage D There was a narrow piece of land beside the community clinic. People passed it every day, but few noticed it because weeds (杂草) covered the ground. Dust often blew from the land into the clinic door on windy afternoons. Nurse Lin thought the place could be useful. ____16____ She wanted patients to have a quiet corner while waiting. The clinic did not have much money, so Nurse Lin asked nearby families for old pots and unused seeds. A retired carpenter made two low benches. Children painted stones with plant names. ____17____ The garden began with things people already had. At first, some patients were surprised to see tomatoes and mint near the clinic door. Nurse Lin explained that the garden was not for selling vegetables. It was a place to rest the eyes and start friendly talk. ____18____ Older people often shared planting tips while waiting for medicine. The garden also helped children. When they felt nervous before a check-up, a nurse asked them to water one pot. Holding the small watering can made them calmer. Some children counted leaves or looked for new flowers while waiting. ____19____ Parents said the short task gave children something simple to focus on. By autumn, the clinic wall looked warmer. The garden was still small, but it changed the mood of the waiting area. People watered plants when Nurse Lin was busy with patients. Nurse Lin wrote a note beside the gate: 'Take a look, take a breath, and leave some kindness.' ____20____ People began to care for the clinic as a shared place. A. Soon it became a meeting place. B. So she drew a simple garden plan. C. The note was read by many visitors. D. No new materials were wasted. E. It also gave nurses time to prepare. Passage E Our class group used to be busy after school. Someone asked a question, and ten replies appeared in one minute. Helpful answers were mixed with jokes and repeated messages. Students who opened the phone late often missed the teacher’s real notice. ____21____ Our head teacher asked us to think about how to make online talk clearer. We first agreed on a simple rule: wait three minutes before answering, unless the question was urgent (紧急的). During the three minutes, students should read the question twice and check whether someone had already answered it. ____22____ Fewer repeated messages appeared on the first day. Then we made labels for common topics. Homework questions began with [HW], activity notices with [ACT], and lost-and-found messages with [LOST]. The labels looked small, but they saved time. New members learned the labels in one afternoon. ____23____ Students could find the right message without reading every line. One problem remained. Some students were afraid that waiting would make them seem unfriendly. Our monitor posted a sample reply: 'I am checking it. I will answer soon.' The sentence was short, but everyone understood its meaning. ____24____ It showed that a person could be polite without sending an answer too quickly. After two weeks, the group became quieter but more useful. Students still helped each other, and teachers could see important notices easily. Even shy students said they felt less pressure to reply at once. ____25____ We learned that good online communication was not only about speaking fast; it was also about waiting, reading and answering clearly. A. This made the group hard to follow. B. The short wait changed our habit. C. The message reduced that worry. D. Important information no longer got lost. E. A topic could be seen at once. 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 $