【2027年新考纲】江苏省（职教高考）《英语高频考点卷》（三）（原卷版+解析版）

**基本信息** 严格依据江苏职教高考英语考纲，结合真题锚定高频考点，通过情景交际、阅读等模块系统整合语言知识与应用能力，强化解题应用与备考效率。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |情景交际|15小题|短对话应答+补全对话|聚焦日常交流场景，考查语言理解与表达能力，体现语言能力核心素养| |阅读理解|20小题|活动通知、人物职业、科普说明、议论文|覆盖细节理解、推理判断等题型，融合信息筛选与逻辑分析，提升思维品质| |完形填空|10小题|叙事类语篇|通过上下文语境考查词汇运用，强化语篇逻辑与学习能力| |语法填空|10小题|语法规则与词汇变形|聚焦时态、语态等语法点，构建语言知识体系| |书面表达|1题|活动方案写作|综合语言组织与表达，培养跨情境应用能力，落实文化意识与社会责任感|

编写说明：本卷严格依据最新版《江苏省中职职教高考公共基础知识（英语）考试大纲》编写，结合历年真题锚定高频考点、命题趋势与题型特点，帮助学生查漏补缺、巩固核心考点，强化解题应用能力，助力考生精准备考、高效提分。 【2027版】江苏省（职教高考）英语高频考点卷（三） 考试时间：120分钟 满分：100分 班级____ 姓名____ 学号____ 成绩____ 一、情景交际（共15小题；满分20分） 第一节 读下列10个短对话，从题后所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。（共10小题，每小题1分，满分10分） 1. —Your new glasses look great on you. —_______. They also make reading much easier. A. You’d better try them B. I’m glad you think so C. They weren’t very costly D. I haven’t cleaned them yet 2. —Would you like to join us for badminton this evening? —_______. My aunt is visiting us tonight. A. That would be lovely B. I’ll bring my racket C. I’m not good at it D. I’d love to, but I can’t 3. —Do you think Kevin will come to the picnic? —_______. He said he would finish his project before then. A. He has never met us B. He must stay at home C. There’s a good chance D. That’s not the question 4. —I saved you a piece of apple pie. —_______. I’ll have it after dinner. A. That’s very kind of you B. I’ve already made one C. It smells a little strange D. You can finish it now 5. —Could I borrow your travel magazine? —_______. My brother is reading it, but you can have it tomorrow. A. Keep it as long as you like B. Not right now, I’m afraid C. It’s on your desk D. I bought it yesterday 6. —I’m worried I’ll forget my lines in the play. —_______. You remembered every word at practice. A. The play is too long B. Let’s cancel the practice C. You’ll be fine D. I forgot mine as well 7. —Why is Noah taking an extra lunch box today? —_______. His new classmate forgot to bring lunch. A. He may be extra hungry B. He bought the wrong box C. He prefers eating alone D. He’s probably sharing his lunch 8. —I’m sorry I got water on your notes. —_______. The pages are already drying. A. Don’t worry about it B. Please read them aloud C. I wrote them this morning D. You should add more water 9. —Can I use your phone charger for a while? —_______. I left mine at home too. A. Sure, it’s in my bag B. Yes, yours works well C. Sorry, I don’t have it with me D. Thanks, I need it later 10. —I found my house key inside my sports shoes. —_______. You won’t need to change the lock now. A. That sounds unlikely B. What a relief C. What a clever idea D. That’s a difficult choice 第二节 读下面一段对话，从方框中所给的 A、B、C、D、E、F 和 G 七个选项中选出可以填入空白处的最佳选项。（共5小题，每小题2分，满分10分） A: Good morning. Riverside Library. How can I help you? B: Good morning. I saw a poster about the weekend reading room. 11.____________ A: It is open to all local residents, not only students. B: Great. 12.____________ A: From 9:00 a.m. to 6:00 p.m. on Saturdays and Sundays. B: I want to take my little brother there. 13.____________ A: Yes. There is a children’s corner with picture books and audio stories. B: Sounds nice. Do we need to pay for it? A: 14.____________ But you need to show your ID card when entering. B: I see. 15.____________ A: You can borrow three books at a time and keep them for two weeks. B: Thank you for your help. A. Is there a place for children? B. What are the opening hours? C. Who can use the reading room? D. How many books can I borrow? E. No, it is free. F. The library was built last year. G. You should buy picture books first. 二、阅读理解（共20小题；每小题2分，满分40分） 阅读下列短文，从题后所给的 A、B、C、D 四个选项中选出最佳答案。 A MAKER WEEK: BOOK A STUDENT WORKSHOP The West Lake Youth Centre offers four small workshops for vocational students from 12 to 16 October. Places are booked by school teams, not by individuals. Each team may choose one workshop only. A teacher must remain in the centre, but students complete the tasks themselves. Workshop 1—Laser-Cut Nameplate: Monday or Thursday, 9:00–11:30. For teams of 6–10 students aged 16 or above. Students design a desk nameplate and cut it from thin wood. Each student must bring a laptop with the free design program already installed. Fee: ¥35 per student. Workshop 2—Smart Plant Sensor: Tuesday, 13:30–16:30. For 8–12 students aged 15 or above. Teams connect a moisture sensor and test it in two kinds of soil. The centre provides tablets and tools. Students should bring one empty plastic bottle per pair. Fee: ¥48 per student. Workshop 3—Product Photo Box: Wednesday, 9:30–11:30. For 5–8 students aged 15 or above. Students build a folding light box, compare two backgrounds and take product photographs. Each team brings one small non-food product. Cameras are provided. Fee: ¥30 per student. Workshop 4—Fabric Print Test: Friday, 14:00–16:00. For 6–9 students aged 16 or above. Students test natural and water-based colours on cotton, then make a sample card. Participants must wear old clothes. This workshop cannot accept anyone with a serious skin allergy. Fee: ¥32 per student. Booking: Submit the online team form by 28 September. The form requires students’ ages, one teacher’s phone number and a first and second workshop choice. Payment is due within three days after confirmation. A team may cancel for a full refund before 5 October. After that date, the fee can be moved to another workshop only if the centre cancels the original session. Access and support: The lift will be under repair on Monday and Tuesday. The ground-floor entrance is step-free. Workshops 1 and 3 are on the third floor; Workshops 2 and 4 are on the ground floor. A quiet room is available, but teams must request it on the booking form. Contact makerweek@wylc.org for material questions. 16. What must students bring for Workshop 1? A. A small product for photography. B. An empty bottle for each student. C. Old clothes and a sample card. D. A laptop with the required program. 17. Which workshop suits seven 16-year-olds who are free on Wednesday morning? A. Laser-Cut Nameplate. B. Smart Plant Sensor. C. Product Photo Box. D. Fabric Print Test. 18. A team of ten 15-year-olds needs step-free access. Which workshop meets both needs? A. Smart Plant Sensor. B. Product Photo Box. C. Fabric Print Test. D. Laser-Cut Nameplate. 19. When can a team receive a full refund after cancelling? A. Whenever its second choice is unavailable. B. If it cancels before 5 October. C. Within three days after the workshop. D. Only when the lift is under repair. 20. Why does the notice mention the lift repair? A. To explain why Monday’s workshop costs more. B. To ask teachers to repair workshop equipment. C. To move all sessions to the ground floor. D. To help teams consider access when choosing a session. B A theatre audience may notice an actor’s coat, a painted wall or a cup on a table. Lin Qiao notices what happens to these objects after forty performances. At twenty-nine, she works as a stage-props care technician, a job that sits between craft, record keeping and quick problem-solving. Lin did not plan this career in a straight line. She studied furniture making at vocational college and later helped a touring company load sets. One evening, a wooden suitcase would not close before a performance. Another worker wanted to force the lock, but Lin found that a strip of stage tape had folded inside the edge. Removing it took seconds and avoided damage. The company manager began asking her to inspect objects between shows. Her working day has no fixed order. In the morning she may compare a cracked plate with photographs from the first performance. At noon she mixes paint to cover a repair without making the object look newer than the rest of the set. During a show she waits beside the stage with thread, glue and duplicate handles. The aim is not to make every object perfect. A chair built for a comedy may be designed to wobble; repairing that wobble would ruin the joke. Records are central to the work. Each prop has a page showing its materials, approved changes and the actor who uses it. If a cup becomes heavier after repair, the actor must know before lifting it under stage lights. Lin also writes what she calls ‘failure notes’. These do not blame anyone. They explain where an object began to weaken, what warning appeared and how long a temporary repair lasted. Lin recently guided students during a theatre open day. Instead of showing them the most beautiful objects, she gave them three nearly identical door handles. Only one had the correct weight and screw position for a fast scene change. The students first chose by appearance, then changed their minds after trying the movement. For Lin, that moment described her job better than a polished display could. Stage objects are not simply viewed; they are lifted, dropped, carried and repeated. Caring for them means understanding the action they must survive. 21. What did Lin study at vocational college? A. Theatre management. B. Furniture making. C. Costume painting. D. Performance writing. 22. What can be inferred from the suitcase incident? A. Lin preferred replacing damaged locks. B. Touring companies rarely checked their sets. C. Lin solved a problem by finding its small cause first. D. The manager had already trained Lin as a technician. 23. Why might Lin leave a wobbling chair unchanged? A. Its movement may be part of the performance. B. Its repair page may have been lost. C. The actor may prefer a heavier chair. D. The company may lack matching paint. 24. What is the purpose of Lin’s ‘failure notes’? A. To decide which worker should pay for damage. B. To list props that audiences dislike. C. To replace photographs of the first performance. D. To preserve useful information about weakness and repairs. 25. What did the door-handle activity help students understand? A. Attractive props should be kept off stage. B. Every scene change requires three spare objects. C. A prop’s suitability depends on use as well as appearance. D. Students can judge materials without handling them. C A familiar smell can seem to disappear after we stay in a room for several minutes. The bread has not stopped producing its warm smell, and the soap has not left the bathroom. Instead, the nervous system has changed its response. This process, called sensory adaptation, helps explain why visitors may notice a smell that the people working there no longer do. Smell begins when tiny molecules enter the nose and attach to receptor cells. These cells send signals to the brain. When the same signal continues without much change, parts of this system gradually respond less strongly. The brain treats steady information as less urgent and gives more attention to change. This is useful because a new smell—smoke, spoiled food or a cleaning chemical—may carry information that requires action. Adaptation does not mean the nose has switched off. If someone leaves the room and returns later, the smell often becomes noticeable again. During the break, the repeated signal has stopped, so sensitivity partly recovers. A change in the mixture can also renew attention. A bakery worker who barely notices the usual bread smell may immediately detect something burning because the new molecules create a different pattern of signals. The speed of adaptation varies. Strong or irritating smells may continue to demand attention. Expectations also influence reports. When people are told that a harmless scent is unpleasant, they may describe it as stronger or more troubling, even though the molecules are unchanged. This does not make their experience false; it shows that perception is built from both incoming signals and the brain’s interpretation. Sensory adaptation has practical consequences. Workers who handle food, paint or cleaning products should not rely only on whether they can smell a problem. Ventilation checks, labels and measuring devices provide evidence that does not fade with familiarity. At home, briefly stepping outside before checking an unusual smell may help, but it should never replace a smoke alarm or a safety rule. Our senses are therefore not simple meters that report the world at a fixed strength. They are selective systems. By reducing attention to what stays the same, they make change easier to detect—though that efficiency also creates blind spots that good safety procedures must cover. 26. What happens during sensory adaptation? A. Smell molecules stop entering the nose. B. Receptor cells permanently lose their function. C. The nervous system responds less to a steady signal. D. The brain produces a stronger version of every smell. 27. Why can a bakery worker notice burning despite adapting to bread smell? A. Burning creates a changed signal pattern. B. Warm bread prevents receptor cells from working. C. The worker expects every smell to be dangerous. D. Strong smells always disappear more quickly. 28. What does “blind spots” in the last paragraph refer to? A. Places where workers cannot see labels. B. Damage caused by bright measuring devices. C. Rooms that have no windows for ventilation. D. Risks that reduced sensory attention may fail to reveal. 29. Why does the writer discuss expectations in Paragraph 4? A. To show that harmless molecules never create real experiences. B. To explain that perception combines signals with interpretation. C. To prove that unpleasant smells adapt at the same speed. D. To suggest that people should ignore reported discomfort. 30. What is the main idea of the passage? A. Adaptation helps detect change but requires support from safety checks. B. Smell is less useful than sight in every working environment. C. Measuring devices can completely replace the human senses. D. Leaving a room is the best response to any unusual smell. D When people frame a photograph, they often think first about protection: glass keeps off dust, and a firm edge prevents bending. Yet a frame also changes how an image is read. It separates one view from the busy world around it and quietly tells the viewer, ‘Look within these limits.’ For this reason, choosing a frame is part of visual design, not merely a final packaging step. A wide empty border can slow the eye before it reaches a crowded street scene. A narrow dark edge may make the same scene feel more immediate. Neither effect is automatically better. The question is whether the space around the image supports its visual rhythm. Problems arise when a frame competes for attention through heavy decoration, a colour unrelated to the photograph or a scale that makes a small image appear lost. Frames also influence meaning through association. Rough wood may suggest age, handwork or an outdoor setting; polished metal may suggest precision and modern life. These associations are not fixed rules. A metal frame around an old family photograph can create a useful contrast, while an antique-looking frame can make a new image feel falsely historic. Designers therefore test choices beside the actual image rather than selecting from a frame sample alone. Digital images seem to have escaped physical frames, but they have not escaped framing. A photograph on a phone is surrounded by icons, comments and screen light. On a social platform, the same image may be cut into a square or placed beside advertising. These borders guide attention and affect whether the picture feels private, commercial or public. Because digital frames are familiar, viewers may overlook their influence. Good framing is often noticed least when it works well. It gives the image enough separation to be seen clearly without announcing itself as the main subject. This does not require a neutral frame every time; a bold choice can succeed when its relationship to the photograph is purposeful. The larger lesson reaches beyond photographs. Every display creates a boundary between what is included and what is left outside. Looking carefully at that boundary helps viewers ask not only ‘What am I seeing?’ but also ‘How has the setting taught me to see it?’ 31. Besides protecting a photograph, what does a frame do? A. It records when the image was taken. B. It directs attention within a visual boundary. C. It removes crowded details from the image. D. It fixes the meaning of every photograph. 32. According to Paragraph 2, when does a frame become a problem? A. When it uses any empty border. B. When it makes viewers look slowly. C. When it is narrower than the photograph. D. When its features compete with the image. 33. Why should designers test a frame beside the actual photograph? A. The effect depends on the relationship between frame and image. B. Frame samples are usually made from weak materials. C. Old photographs require polished metal for protection. D. A frame’s associations remain the same in every setting. 34. What can be inferred about digital framing? A. It matters only when advertising covers the photograph. B. It has less influence because viewers know phone screens well. C. It can shape meaning even when viewers barely notice it. D. It prevents an image from appearing private or public. 35. Which title best expresses the writer’s view? A. Glass and Wood: Better Protection for Photographs B. Why Digital Pictures Need Physical Borders C. Turning Small Images into Historical Records D. The Frame Is Part of How We See an Image 三、完形填空（共10小题；每小题1分，满分10分） 阅读下列短文，从短文后各题所给的 A、B、C、D 四个选项中，选出可以填入空白处的最佳选项。 At a hotel laundry, my first task was to place a cloth marker inside every guest bag. It carried the room number and item count. Ms. Gao said, ‘Keep it there until the clean items are counted again.’ I thought it was only a temporary 36.__________. One morning, a bag from Room 608 held two shirts and a scarf. After washing, only the shirts returned. I was ready to report the scarf 37.__________, but Gao’s note on the marker said, ‘scarf—dry clean’. It was in another section. The note prevented a false alarm. Later, two bags arrived from rooms with similar numbers. Their white shirts looked almost 38.__________. I nearly mixed the piles, but the markers showed different item counts. One also listed a loose button. That detail helped me return each shirt 39.__________ and remind the sewing desk about the repair. On Friday, I counted a finished order and removed its marker. Then I noticed one sleeve was still wet. Gao asked me to put the marker back. ‘A correct count is not the 40.__________ check,’ she said. By the end of the week, I saw that the marker followed an order through different rooms, held facts that memory could 41.__________, and stayed until every step was complete. On Monday, I began writing clearer notes without being 42.__________. When a scarf went elsewhere, I named the section; when a button was weak, I marked the sleeve. The marker had not changed, 43.__________ my use of it had. It passed information 44.__________ between workers who seldom met. I kept one blank marker beside my notebook as a reminder of the working 45.__________ I was learning. 36. A. decoration B. invitation C. warning D. label 37. A. folded B. delivered C. missing D. borrowed 38. A. identical B. valuable C. unusual D. colourful 39. A. politely B. correctly C. cheaply D. suddenly 40. A. quickest B. simplest C. earliest D. final 41. A. protect B. improve C. forget D. repeat 42. A. reminded B. welcomed C. followed D. praised 43. A. because B. but C. unless D. before 44. A. nervously B. secretly C. carelessly D. accurately 45. A. price B. address C. habit D. colour 四、语法填空（共10小题；每小题1分，满分10分） 阅读下列短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式，并将答案写在对应处。 A school in Wuxi started a tool-shadow board in its training room last term. Before the board 46.__________ (install), students often spent several minutes looking for small tools. Now each tool has a painted outline and a number, making missing items 47.__________ (easy) to notice than before. The idea seems simple, but it works only if tools 48.__________ (return) to the correct outline after use. At first, some students put similar screwdrivers wherever there was space. The board looked tidy, 49.__________ the next group still picked up the wrong sizes. The instructor then asked students to match both the shape and the number. One student suggested 50.__________ (add) coloured tape to every handle. The instructor rejected the idea because heat and oil might loosen the tape, 51.__________ could then enter a machine. Since the numbering rule was introduced, the class 52.__________ (complete) its end-of-day check more quickly. Students are also required to report a damaged tool instead 53.__________ placing it back silently. Last Tuesday, a wrench with a small crack 54.__________ (find) during the check and removed before the next lesson. The board does not repair tools, but it helps the class work 55.__________ (safe) by making changes visible. 五、书面表达（满分20分） 假定你是李华，你校职业体验中心将为初中生举办“Try a Skill Day”，现向学生志愿者征集英文活动方案。请你写一份简短方案。 内容包括： （1）介绍一项适合初中生体验的职业技能活动； （2）说明活动步骤及安全提醒； （3）说明参与者能从中学到什么。 写作要求： （1）词数不少于80； （2）必须包括所有要点，可适当发挥，使行文连贯； （3）文中不得出现真实校名和姓名。 提示词：skill 技能；step 步骤；safety 安全；experience 体验 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：本卷严格依据最新版《江苏省中职职教高考公共基础知识（英语）考试大纲》编写，结合历年真题锚定高频考点、命题趋势与题型特点，帮助学生查漏补缺、巩固核心考点，强化解题应用能力，助力考生精准备考、高效提分。 【2027版】江苏省（职教高考）英语高频考点卷（三） 考试时间：120分钟 满分：100分 班级____ 姓名____ 学号____ 成绩____ 一、情景交际（共15小题；满分20分） 第一节 读下列10个短对话，从题后所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。（共10小题，每小题1分，满分10分） 1. —Your new glasses look great on you. —_______. They also make reading much easier. A. You’d better try them B. I’m glad you think so C. They weren’t very costly D. I haven’t cleaned them yet 【答案】B 【考点】情景交际-回应赞美 【解析】句意：对方称赞新眼镜好看，答话者补充眼镜也让阅读更轻松。A项是建议对方试戴，与物品归属不符；B项表示很高兴对方这样认为，是对赞美的自然回应；C项谈价格，虽可能与新眼镜有关，但没有回应称赞；D项谈清洁情况，与后句的积极评价不连贯。故选B。 2. —Would you like to join us for badminton this evening? —_______. My aunt is visiting us tonight. A. That would be lovely B. I’ll bring my racket C. I’m not good at it D. I’d love to, but I can’t 【答案】D 【考点】情景交际-婉拒邀请 【解析】句意：对方邀请答话者今晚一起打羽毛球，答话者说明姑姑今晚来家里，因此不能参加。A项和B项都表示接受邀请，与后句冲突；C项说明不擅长羽毛球，表面上可作为拒绝理由，但后句给出的实际原因是家人来访；D项先表达愿意，再礼貌说明不能参加，与后句衔接最自然。故选D。 3. —Do you think Kevin will come to the picnic? —_______. He said he would finish his project before then. A. He has never met us B. He must stay at home C. There’s a good chance D. That’s not the question 【答案】C 【考点】情景交际-谈论可能性 【解析】句意：对方询问Kevin是否会来野餐，答话者说他会在野餐前完成项目。A项说他从未见过大家，文中没有依据；B项断定他必须待在家里，与项目届时已经完成不符；C项表示他很有可能来，能由后句得到支持；D项回避问题，不能自然引出后句。故选C。 4. —I saved you a piece of apple pie. —_______. I’ll have it after dinner. A. That’s very kind of you B. I’ve already made one C. It smells a little strange D. You can finish it now 【答案】A 【考点】情景交际-接受好意并致谢 【解析】句意：对方特意留了一块苹果派，答话者说晚饭后会吃。A项感谢对方的好意，与接受苹果派的后句一致；B项说自己已经做了一个，不能回应对方留派的好意；C项质疑气味，与准备稍后食用不协调；D项让对方现在吃掉，与后句答话者自己要吃相矛盾。故选A。 5. —Could I borrow your travel magazine? —_______. My brother is reading it, but you can have it tomorrow. A. Keep it as long as you like B. Not right now, I’m afraid C. It’s on your desk D. I bought it yesterday 【答案】B 【考点】情景交际-礼貌拒绝并提供替代 【解析】句意：对方想借旅行杂志，答话者说明弟弟正在看，但明天可以借。A项表示现在就可长期借阅，与杂志正在被使用矛盾；B项礼貌说明目前不行，后句再提供明天借阅的替代安排，逻辑完整；C项称杂志在对方桌上，与借用请求不符；D项只说明购买时间，没有回答能否借。故选B。 6. —I’m worried I’ll forget my lines in the play. —_______. You remembered every word at practice. A. The play is too long B. Let’s cancel the practice C. You’ll be fine D. I forgot mine as well 【答案】C 【考点】情景交际-安慰鼓励 【解析】句意：对方担心演出时忘词，答话者以排练时一字不差的表现来安慰他。A项评价剧本太长，可能加重担忧；B项建议取消排练，既无必要也不能形成安慰；C项表示对方会没问题，后句提供了有力依据；D项谈自己也忘词，虽与台词有关，却不能由后句的良好表现承接。故选C。 7. —Why is Noah taking an extra lunch box today? —_______. His new classmate forgot to bring lunch. A. He may be extra hungry B. He bought the wrong box C. He prefers eating alone D. He’s probably sharing his lunch 【答案】D 【考点】情景交际-推测他人意图 【解析】句意：对方询问Noah为何多带一个午餐盒，答话者说明他的新同学忘带午饭。A项猜测他格外饿，只能解释食物较多，不能结合新同学的信息；B项说拿错盒子，没有依据；C项说他喜欢独自吃饭，与帮助没带午饭的同学不符；D项推测他可能要分享午餐，与后句构成明确因果。故选D。 8. —I’m sorry I got water on your notes. —_______. The pages are already drying. A. Don’t worry about it B. Please read them aloud C. I wrote them this morning D. You should add more water 【答案】A 【考点】情景交际-回应道歉 【解析】句意：对方为把水弄到笔记上而道歉，答话者说纸页已经在变干。A项表示不必担心，是接受道歉并安慰对方；B项请求朗读笔记，虽与笔记有关，但不能回应道歉；C项说明书写时间，不能体现是否介意；D项要求再加水，明显不合常理。故选A。 9. —Can I use your phone charger for a while? —_______. I left mine at home too. A. Sure, it’s in my bag B. Yes, yours works well C. Sorry, I don’t have it with me D. Thanks, I need it later 【答案】C 【考点】情景交际-回应借用请求 【解析】句意：对方想借手机充电器，答话者说自己的也落在家里了。A项表示可以借且充电器在包里，与后句矛盾；B项虽表示同意，但把充电器误说成对方的；C项礼貌说明没有随身携带，准确承接后句；D项表示感谢并说稍后需要，没有回答借用请求，且同样不能解释充电器在家。故选C。 10. —I found my house key inside my sports shoes. —_______. You won’t need to change the lock now. A. That sounds unlikely B. What a relief C. What a clever idea D. That’s a difficult choice 【答案】B 【考点】情景交际-表达宽慰 【解析】句意：对方在运动鞋里找到了家门钥匙，答话者说现在不用换锁了。A项表示难以置信，不能体现钥匙找回后的积极结果；B项表达如释重负，与无需换锁的后句自然衔接；C项称赞主意聪明，但把钥匙放进鞋里并未被描述为有意安排；D项表示选择困难，语境中不存在需要权衡的选择。故选B。 第二节 读下面一段对话，从方框中所给的 A、B、C、D、E、F 和 G 七个选项中选出可以填入空白处的最佳选项。（共5小题，每小题2分，满分10分） A: Good morning. Riverside Library. How can I help you? B: Good morning. I saw a poster about the weekend reading room. 11.____________ A: It is open to all local residents, not only students. B: Great. 12.____________ A: From 9:00 a.m. to 6:00 p.m. on Saturdays and Sundays. B: I want to take my little brother there. 13.____________ A: Yes. There is a children’s corner with picture books and audio stories. B: Sounds nice. Do we need to pay for it? A: 14.____________ But you need to show your ID card when entering. B: I see. 15.____________ A: You can borrow three books at a time and keep them for two weeks. B: Thank you for your help. A. Is there a place for children? B. What are the opening hours? C. Who can use the reading room? D. How many books can I borrow? E. No, it is free. F. The library was built last year. G. You should buy picture books first. 【答案】11.C 12.B 13.A 14.E 15.D 【导语】这是一段关于公共图书馆周末阅读室的咨询对话。内容涉及开放对象、开放时间、儿童阅读区、费用和借书数量，属于公共服务与终身阅读话题。 【详解】11. C。下文说明阅读室面向所有当地居民开放，而不仅是学生，因此空处询问使用对象，C项符合。 12. B。下文给出周六、周日9点到18点的具体开放时间，说明空处询问开放时间，B项符合。 13. A。上文提到想带弟弟去，下文说明有儿童阅读角，所以空处应询问是否有儿童区域，A项符合。 14. E。上文问是否需要付费，下文又说进门需出示身份证，说明空处回答“不收费”，E项符合。 15. D。下文说明一次可借三本书并保留两周，空处应询问可借书数量，D项符合。 二、阅读理解（共20小题；每小题2分，满分40分） 阅读下列短文，从题后所给的 A、B、C、D 四个选项中选出最佳答案。 A MAKER WEEK: BOOK A STUDENT WORKSHOP The West Lake Youth Centre offers four small workshops for vocational students from 12 to 16 October. Places are booked by school teams, not by individuals. Each team may choose one workshop only. A teacher must remain in the centre, but students complete the tasks themselves. Workshop 1—Laser-Cut Nameplate: Monday or Thursday, 9:00–11:30. For teams of 6–10 students aged 16 or above. Students design a desk nameplate and cut it from thin wood. Each student must bring a laptop with the free design program already installed. Fee: ¥35 per student. Workshop 2—Smart Plant Sensor: Tuesday, 13:30–16:30. For 8–12 students aged 15 or above. Teams connect a moisture sensor and test it in two kinds of soil. The centre provides tablets and tools. Students should bring one empty plastic bottle per pair. Fee: ¥48 per student. Workshop 3—Product Photo Box: Wednesday, 9:30–11:30. For 5–8 students aged 15 or above. Students build a folding light box, compare two backgrounds and take product photographs. Each team brings one small non-food product. Cameras are provided. Fee: ¥30 per student. Workshop 4—Fabric Print Test: Friday, 14:00–16:00. For 6–9 students aged 16 or above. Students test natural and water-based colours on cotton, then make a sample card. Participants must wear old clothes. This workshop cannot accept anyone with a serious skin allergy. Fee: ¥32 per student. Booking: Submit the online team form by 28 September. The form requires students’ ages, one teacher’s phone number and a first and second workshop choice. Payment is due within three days after confirmation. A team may cancel for a full refund before 5 October. After that date, the fee can be moved to another workshop only if the centre cancels the original session. Access and support: The lift will be under repair on Monday and Tuesday. The ground-floor entrance is step-free. Workshops 1 and 3 are on the third floor; Workshops 2 and 4 are on the ground floor. A quiet room is available, but teams must request it on the booking form. Contact makerweek@wylc.org for material questions. 16. What must students bring for Workshop 1? A. A small product for photography. B. An empty bottle for each student. C. Old clothes and a sample card. D. A laptop with the required program. 17. Which workshop suits seven 16-year-olds who are free on Wednesday morning? A. Laser-Cut Nameplate. B. Smart Plant Sensor. C. Product Photo Box. D. Fabric Print Test. 18. A team of ten 15-year-olds needs step-free access. Which workshop meets both needs? A. Smart Plant Sensor. B. Product Photo Box. C. Fabric Print Test. D. Laser-Cut Nameplate. 19. When can a team receive a full refund after cancelling? A. Whenever its second choice is unavailable. B. If it cancels before 5 October. C. Within three days after the workshop. D. Only when the lift is under repair. 20. Why does the notice mention the lift repair? A. To explain why Monday’s workshop costs more. B. To ask teachers to repair workshop equipment. C. To move all sessions to the ground floor. D. To help teams consider access when choosing a session. 【答案】16. D 17. C 18. A 19. B 20. D 【导语】本文是一则信息密集型活动说明，介绍创客周四类学生工作坊的时间、人数、年龄、材料、费用、预约规则和无障碍信息。 【详解】16. D。直接细节题。Workshop 1要求每名学生携带已安装免费设计程序的笔记本电脑，故选D。其余物品分别属于其他工作坊。 17. C。多条件筛选题。七名16岁学生满足Workshop 3的5—8人和15岁以上要求，且该活动在周三上午举行。故选C。 18. A。多条件筛选与跨段整合题。十名15岁学生符合Workshop 2的8—12人、15岁以上条件；该活动周二在一楼，可使用无台阶入口，不受电梯维修影响。故选A。 19. B。直接细节题。预约规则明确，10月5日前取消可全额退款，故选B。 20. D。推理题。电梯周一、周二维修，而各工作坊楼层不同，提示该信息是让团队结合行动需要选择场次。D项正确。 B A theatre audience may notice an actor’s coat, a painted wall or a cup on a table. Lin Qiao notices what happens to these objects after forty performances. At twenty-nine, she works as a stage-props care technician, a job that sits between craft, record keeping and quick problem-solving. Lin did not plan this career in a straight line. She studied furniture making at vocational college and later helped a touring company load sets. One evening, a wooden suitcase would not close before a performance. Another worker wanted to force the lock, but Lin found that a strip of stage tape had folded inside the edge. Removing it took seconds and avoided damage. The company manager began asking her to inspect objects between shows. Her working day has no fixed order. In the morning she may compare a cracked plate with photographs from the first performance. At noon she mixes paint to cover a repair without making the object look newer than the rest of the set. During a show she waits beside the stage with thread, glue and duplicate handles. The aim is not to make every object perfect. A chair built for a comedy may be designed to wobble; repairing that wobble would ruin the joke. Records are central to the work. Each prop has a page showing its materials, approved changes and the actor who uses it. If a cup becomes heavier after repair, the actor must know before lifting it under stage lights. Lin also writes what she calls ‘failure notes’. These do not blame anyone. They explain where an object began to weaken, what warning appeared and how long a temporary repair lasted. Lin recently guided students during a theatre open day. Instead of showing them the most beautiful objects, she gave them three nearly identical door handles. Only one had the correct weight and screw position for a fast scene change. The students first chose by appearance, then changed their minds after trying the movement. For Lin, that moment described her job better than a polished display could. Stage objects are not simply viewed; they are lifted, dropped, carried and repeated. Caring for them means understanding the action they must survive. 21. What did Lin study at vocational college? A. Theatre management. B. Furniture making. C. Costume painting. D. Performance writing. 22. What can be inferred from the suitcase incident? A. Lin preferred replacing damaged locks. B. Touring companies rarely checked their sets. C. Lin solved a problem by finding its small cause first. D. The manager had already trained Lin as a technician. 23. Why might Lin leave a wobbling chair unchanged? A. Its movement may be part of the performance. B. Its repair page may have been lost. C. The actor may prefer a heavier chair. D. The company may lack matching paint. 24. What is the purpose of Lin’s ‘failure notes’? A. To decide which worker should pay for damage. B. To list props that audiences dislike. C. To replace photographs of the first performance. D. To preserve useful information about weakness and repairs. 25. What did the door-handle activity help students understand? A. Attractive props should be kept off stage. B. Every scene change requires three spare objects. C. A prop’s suitability depends on use as well as appearance. D. Students can judge materials without handling them. 【答案】21. B 22. C 23. A 24. D 25. C 【导语】本文是一篇非线性职业报道，介绍舞台道具养护技师林乔的入行经历、日常判断、维修记录和面向学生的体验活动。 【详解】21. B。直接细节题。第二段明确说明Lin在职业院校学习furniture making，故选B。 22. C。推理题。面对无法闭合的箱子，她没有强压锁扣，而是先发现边缘内折的胶带并迅速排除问题，体现先找小原因再处理。故选C。 23. A。推理题。文中说喜剧中的椅子可能被特意设计成摇晃，修好反而破坏笑点，说明道具状态服务于表演动作。故选A。 24. D。直接细节题。failure notes记录开始变弱的位置、警示及临时维修持续时间，目的是保存故障与维修信息，而非追责。故选D。 25. C。跨段整合题。学生起初按外观选择，实际操作后因重量和螺钉位置改变判断，说明道具是否合适还取决于具体使用。故选C。 C A familiar smell can seem to disappear after we stay in a room for several minutes. The bread has not stopped producing its warm smell, and the soap has not left the bathroom. Instead, the nervous system has changed its response. This process, called sensory adaptation, helps explain why visitors may notice a smell that the people working there no longer do. Smell begins when tiny molecules enter the nose and attach to receptor cells. These cells send signals to the brain. When the same signal continues without much change, parts of this system gradually respond less strongly. The brain treats steady information as less urgent and gives more attention to change. This is useful because a new smell—smoke, spoiled food or a cleaning chemical—may carry information that requires action. Adaptation does not mean the nose has switched off. If someone leaves the room and returns later, the smell often becomes noticeable again. During the break, the repeated signal has stopped, so sensitivity partly recovers. A change in the mixture can also renew attention. A bakery worker who barely notices the usual bread smell may immediately detect something burning because the new molecules create a different pattern of signals. The speed of adaptation varies. Strong or irritating smells may continue to demand attention. Expectations also influence reports. When people are told that a harmless scent is unpleasant, they may describe it as stronger or more troubling, even though the molecules are unchanged. This does not make their experience false; it shows that perception is built from both incoming signals and the brain’s interpretation. Sensory adaptation has practical consequences. Workers who handle food, paint or cleaning products should not rely only on whether they can smell a problem. Ventilation checks, labels and measuring devices provide evidence that does not fade with familiarity. At home, briefly stepping outside before checking an unusual smell may help, but it should never replace a smoke alarm or a safety rule. Our senses are therefore not simple meters that report the world at a fixed strength. They are selective systems. By reducing attention to what stays the same, they make change easier to detect—though that efficiency also creates blind spots that good safety procedures must cover. 26. What happens during sensory adaptation? A. Smell molecules stop entering the nose. B. Receptor cells permanently lose their function. C. The nervous system responds less to a steady signal. D. The brain produces a stronger version of every smell. 27. Why can a bakery worker notice burning despite adapting to bread smell? A. Burning creates a changed signal pattern. B. Warm bread prevents receptor cells from working. C. The worker expects every smell to be dangerous. D. Strong smells always disappear more quickly. 28. What does “blind spots” in the last paragraph refer to? A. Places where workers cannot see labels. B. Damage caused by bright measuring devices. C. Rooms that have no windows for ventilation. D. Risks that reduced sensory attention may fail to reveal. 29. Why does the writer discuss expectations in Paragraph 4? A. To show that harmless molecules never create real experiences. B. To explain that perception combines signals with interpretation. C. To prove that unpleasant smells adapt at the same speed. D. To suggest that people should ignore reported discomfort. 30. What is the main idea of the passage? A. Adaptation helps detect change but requires support from safety checks. B. Smell is less useful than sight in every working environment. C. Measuring devices can completely replace the human senses. D. Leaving a room is the best response to any unusual smell. 【答案】26. C 27. A 28. D 29. B 30. A 【导语】本文是一篇抽象科普说明文，介绍嗅觉适应的信号机制、恢复条件、认知解释及其对工作安全的实际影响。 【详解】26. C。直接细节题。持续信号会使神经系统相关部分逐渐降低反应，故选C。 27. A。机制推理题。面包气味是稳定信号，而燃烧产生新分子并形成不同信号模式，重新引起注意。故选A。 28. D。词句猜测题。适应提高效率，却可能让人未察觉熟悉环境中的风险，这些被漏掉的风险即blind spots。故选D。 29. B。推理题。相同分子因预期不同而被报告为更强，说明感知由外来信号和大脑解释共同构成。故选B。 30. A。主旨题。全文既说明降低稳定信息反应有助于发现变化，也指出这种机制会漏掉风险，需安全检查补足。A项最全面。 D When people frame a photograph, they often think first about protection: glass keeps off dust, and a firm edge prevents bending. Yet a frame also changes how an image is read. It separates one view from the busy world around it and quietly tells the viewer, ‘Look within these limits.’ For this reason, choosing a frame is part of visual design, not merely a final packaging step. A wide empty border can slow the eye before it reaches a crowded street scene. A narrow dark edge may make the same scene feel more immediate. Neither effect is automatically better. The question is whether the space around the image supports its visual rhythm. Problems arise when a frame competes for attention through heavy decoration, a colour unrelated to the photograph or a scale that makes a small image appear lost. Frames also influence meaning through association. Rough wood may suggest age, handwork or an outdoor setting; polished metal may suggest precision and modern life. These associations are not fixed rules. A metal frame around an old family photograph can create a useful contrast, while an antique-looking frame can make a new image feel falsely historic. Designers therefore test choices beside the actual image rather than selecting from a frame sample alone. Digital images seem to have escaped physical frames, but they have not escaped framing. A photograph on a phone is surrounded by icons, comments and screen light. On a social platform, the same image may be cut into a square or placed beside advertising. These borders guide attention and affect whether the picture feels private, commercial or public. Because digital frames are familiar, viewers may overlook their influence. Good framing is often noticed least when it works well. It gives the image enough separation to be seen clearly without announcing itself as the main subject. This does not require a neutral frame every time; a bold choice can succeed when its relationship to the photograph is purposeful. The larger lesson reaches beyond photographs. Every display creates a boundary between what is included and what is left outside. Looking carefully at that boundary helps viewers ask not only ‘What am I seeing?’ but also ‘How has the setting taught me to see it?’ 31. Besides protecting a photograph, what does a frame do? A. It records when the image was taken. B. It directs attention within a visual boundary. C. It removes crowded details from the image. D. It fixes the meaning of every photograph. 32. According to Paragraph 2, when does a frame become a problem? A. When it uses any empty border. B. When it makes viewers look slowly. C. When it is narrower than the photograph. D. When its features compete with the image. 33. Why should designers test a frame beside the actual photograph? A. The effect depends on the relationship between frame and image. B. Frame samples are usually made from weak materials. C. Old photographs require polished metal for protection. D. A frame’s associations remain the same in every setting. 34. What can be inferred about digital framing? A. It matters only when advertising covers the photograph. B. It has less influence because viewers know phone screens well. C. It can shape meaning even when viewers barely notice it. D. It prevents an image from appearing private or public. 35. Which title best expresses the writer’s view? A. Glass and Wood: Better Protection for Photographs B. Why Digital Pictures Need Physical Borders C. Turning Small Images into Historical Records D. The Frame Is Part of How We See an Image 【答案】31. B 32. D 33. A 34. C 35. D 【导语】本文是一篇视觉设计观点说明文，讨论实体与数字边框如何通过边界、材质联想和展示环境影响观看方式与图像意义。 【详解】31. B。直接细节题。第一段指出边框把图像与外界分开，并提示观者在限定范围内观看，故选B。 32. D。直接细节题。第二段说明边框因重装饰、无关颜色或不当尺度争夺注意力时会产生问题。故选D。 33. A。跨段推理题。材质联想并非固定规则，同一框与不同照片的关系会产生不同效果，因此应与实际图像共同测试。故选A。 34. C。推理题。手机图标、评论、裁切和广告会引导注意并改变意义，但熟悉感使人忽略其影响。故选C。 35. D。标题归纳题。全文核心是边框不仅保护图像，还参与塑造观看与理解方式，D项最能概括。 三、完形填空（共10小题；每小题1分，满分10分） 阅读下列短文，从短文后各题所给的 A、B、C、D 四个选项中，选出可以填入空白处的最佳选项。 At a hotel laundry, my first task was to place a cloth marker inside every guest bag. It carried the room number and item count. Ms. Gao said, ‘Keep it there until the clean items are counted again.’ I thought it was only a temporary 36.__________. One morning, a bag from Room 608 held two shirts and a scarf. After washing, only the shirts returned. I was ready to report the scarf 37.__________, but Gao’s note on the marker said, ‘scarf—dry clean’. It was in another section. The note prevented a false alarm. Later, two bags arrived from rooms with similar numbers. Their white shirts looked almost 38.__________. I nearly mixed the piles, but the markers showed different item counts. One also listed a loose button. That detail helped me return each shirt 39.__________ and remind the sewing desk about the repair. On Friday, I counted a finished order and removed its marker. Then I noticed one sleeve was still wet. Gao asked me to put the marker back. ‘A correct count is not the 40.__________ check,’ she said. By the end of the week, I saw that the marker followed an order through different rooms, held facts that memory could 41.__________, and stayed until every step was complete. On Monday, I began writing clearer notes without being 42.__________. When a scarf went elsewhere, I named the section; when a button was weak, I marked the sleeve. The marker had not changed, 43.__________ my use of it had. It passed information 44.__________ between workers who seldom met. I kept one blank marker beside my notebook as a reminder of the working 45.__________ I was learning. 36. A. decoration B. invitation C. warning D. label 37. A. folded B. delivered C. missing D. borrowed 38. A. identical B. valuable C. unusual D. colourful 39. A. politely B. correctly C. cheaply D. suddenly 40. A. quickest B. simplest C. earliest D. final 41. A. protect B. improve C. forget D. repeat 42. A. reminded B. welcomed C. followed D. praised 43. A. because B. but C. unless D. before 44. A. nervously B. secretly C. carelessly D. accurately 45. A. price B. address C. habit D. colour 【答案】36. D 37. C 38. A 39. B 40. D 41. C 42. A 43. B 44. D 45. C 【导语】本文是一篇职业实践类记叙文，讲述作者在酒店洗衣房通过布质标记学习跟踪衣物、传递信息和完成最终复核的过程。 【详解】36. D。考查名词。标记写有房号和件数，作者起初只把它当作临时标签，label符合语境。 37. C。考查形容词。两件衬衫返回而围巾未回，作者原想报告围巾丢失，missing符合上下文。 38. A。考查形容词。两袋白衬衫来自相近房号，作者差点混放，说明外观几乎相同，identical符合。 39. B。考查副词。标记上的件数和纽扣信息帮助作者将衣物正确归还，correctly符合结果。 40. D。考查形容词。件数虽正确，衣袖仍湿，说明计数不是最终检查。final回扣开头“直到再次清点干净衣物才取出标记”的规则，属于伏笔回扣。 41. C。考查动词。标记保存跨房间传递的事实，避免单靠记忆遗漏，forget符合上下文。 42. A。考查动词。作者已主动写更清楚的说明，不再需要别人提醒，reminded符合成长变化。 43. B。考查连词。标记本身没变，但作者使用它的方式变了，前后转折，填but。 44. D。考查副词。清晰标注能让很少见面的员工准确传递信息，accurately符合。 45. C。考查名词。作者把规范记录和复核逐渐内化为工作习惯，habit概括全文。 四、语法填空（共10小题；每小题1分，满分10分） 阅读下列短文，在空白处填入一个适当的词，或填入括号中所给单词的正确形式，并将答案写在对应处。 A school in Wuxi started a tool-shadow board in its training room last term. Before the board 46.__________ (install), students often spent several minutes looking for small tools. Now each tool has a painted outline and a number, making missing items 47.__________ (easy) to notice than before. The idea seems simple, but it works only if tools 48.__________ (return) to the correct outline after use. At first, some students put similar screwdrivers wherever there was space. The board looked tidy, 49.__________ the next group still picked up the wrong sizes. The instructor then asked students to match both the shape and the number. One student suggested 50.__________ (add) coloured tape to every handle. The instructor rejected the idea because heat and oil might loosen the tape, 51.__________ could then enter a machine. Since the numbering rule was introduced, the class 52.__________ (complete) its end-of-day check more quickly. Students are also required to report a damaged tool instead 53.__________ placing it back silently. Last Tuesday, a wrench with a small crack 54.__________ (find) during the check and removed before the next lesson. The board does not repair tools, but it helps the class work 55.__________ (safe) by making changes visible. 【答案】46. was installed 47. easier 48. are returned 49. but 50. adding 51. which 52. has completed 53. of 54. was found 55. more safely 【导语】本文是一篇实训管理说明文，介绍工具定位板的使用规则、初期问题、编号改进以及对工具检查和安全操作的帮助。 【详解】46. was installed。考查一般过去时和被动语态。主语the board与install构成被动关系，last term确定过去时间，故填was installed。该空同时考查时态和语态。 47. easier。考查形容词比较级。make后接形容词作宾补，than before提示比较级，故填easier。 48. are returned。考查一般现在时的被动语态和主谓一致。tools为复数且与return构成被动关系，描述通用条件，故填are returned。该空同时考查语态和主谓一致。 49. but。考查连词。定位板看起来整齐，但下一组仍拿错尺寸，前后为转折。and语法形式可连接分句，但不符合语义。 50. adding。考查非谓语动词。suggest doing sth.为固定结构，故填adding。 51. which。考查非限制性定语从句。空前有逗号，先行内容为松脱的胶带，空处作从句主语，只能填which。 52. has completed。考查现在完成时和主谓一致。Since引出的时间状语提示现在完成时，主语the class视为整体，故填has completed。 53. of。考查介词。instead of doing sth.表示“而不是做某事”，故填of。 54. was found。考查一般过去时、被动语态和主谓一致。Last Tuesday提示过去，单数主语a wrench与find构成被动，故填was found。 55. more safely。考查副词比较级。修饰动词work应用副词；语境表示比改进前更安全，故填more safely。该空同时考查词性转换和比较级。 五、书面表达（满分20分） 假定你是李华，你校职业体验中心将为初中生举办“Try a Skill Day”，现向学生志愿者征集英文活动方案。请你写一份简短方案。 内容包括： （1）介绍一项适合初中生体验的职业技能活动； （2）说明活动步骤及安全提醒； （3）说明参与者能从中学到什么。 写作要求： （1）词数不少于80； （2）必须包括所有要点，可适当发挥，使行文连贯； （3）文中不得出现真实校名和姓名。 提示词：skill 技能；step 步骤；safety 安全；experience 体验 【答案】例文： For Try a Skill Day, I suggest a simple product-packaging activity. Junior high students can learn how to protect a small handmade item and prepare it for delivery. The activity is practical, easy to understand and suitable for beginners. First, volunteers will show two packages and ask students to find possible problems. Next, each group will measure an item, choose suitable paper and add soft material around it. Then they will close the box and write a clear label. Students must use safety scissors, keep the table dry and ask a volunteer for help before using the tape cutter. Through the activity, students can learn that good packaging is not only about appearance. It also requires accurate measurement, careful checking and responsibility for the customer’s item. 【导语】本题要求为职业体验日设计一项适合初中生的技能活动，说明活动内容、步骤、安全提醒及学习收获。 【详解】范文采用三段式结构。第一段提出产品包装体验并说明适合初学者；第二段按观察问题、测量选材、包裹装箱和填写标签的顺序介绍步骤，同时写明安全剪刀、桌面干燥和胶带切割器使用要求；第三段说明参与者可学到准确测量、认真检查及责任意识。内容完整，表达自然。 1.词汇积累 packaging 包装 delivery 配送 measure 测量 suitable 合适的 accurate 准确的 responsibility 责任 2.句式拓展 原句：Junior high students can learn how to protect a small handmade item and prepare it for delivery. 拓展：By taking part in the activity, junior high students can learn how to protect a small handmade item and prepare it for delivery. 【点睛】【高分句型1】First, volunteers will show two packages and ask students to find possible problems. 该句使用“ask sb. to do sth.”结构，清楚说明活动组织方式。 【点睛】【高分句型2】Students must use safety scissors, keep the table dry and ask a volunteer for help before using the tape cutter. 该句用三个并列动词短语集中呈现安全要求，层次清楚。 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 $