【2027年新考纲】江苏省（职教高考）《英语高频考点卷》（二）（原卷版+解析版）

**基本信息** 紧扣江苏省职教高考英语考纲与真题，聚焦高频考点，通过真实语境与跨模块整合强化语言应用能力与思维品质。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |情景交际|15题（短对话+补全对话）|日常交流场景，考查反应与信息匹配|真实语境中语言理解与表达的逻辑关联| |阅读理解|20题（4篇短文）|涵盖项目通知、人物故事等文体，考查信息获取与推理|不同语篇类型的结构化信息处理逻辑| |完形填空|10题（修伞经历记叙文）|语境词汇运用，聚焦情节细节|叙事线索与细节理解的因果关联| |语法填空|10题（维修热线短文）|语法规则在语篇中的应用|语法知识与语篇意义的整合逻辑| |书面表达|1题（细节重要性主题）|结合经历的议论文写作|经历描述-重要性分析-行动规划的思维链条|

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（二） 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. — Is Linda joining us for lunch? — ________. She has a dentist’s appointment at noon. A. It sounds as if she is B. She may come a little later C. It doesn’t look like it D. It’s too early to tell 2.— Can you join us for a picnic on Sunday? — ________. I’ve promised to visit my grandparents. A. I’d love to, but I can’t B. I’d rather go somewhere else C. I’m not sure you should D. I don’t think you need to 3.— Should I stop taking the medicine now? — ________. Finish all the tablets as the doctor told you. A. It’s all up to you B. That should be enough C. You don’t have to D. You’d better not 4.— Excuse me, is this seat taken? — ________. My friend will be back in a minute. A. I don’t think it is B. I’m afraid it is C. Please help yourself D. You can have it now 5.— Sorry to keep you waiting. — ________. I arrived only a minute ago. A. It was quite a long wait B. You certainly kept me waiting C. You haven’t, really D. You should have called me 6.— Shall we play tennis at three? — ________. The court is being used until four. A. Let’s play for an hour B. Let’s meet at the court C. Let’s book it right now D. Let’s make it half past four 7.— I can’t decide between the e-book and the printed one. — ________. Think about where you’ll read it most often. A. It depends on what you need B. Either one is much cheaper C. Both of them feel the same D. Neither one is worth buying 8.— You came second in the speech contest. You must be pleased. — ________. I was hoping to win. A. I couldn’t be happier B. Not as much as you think C. I couldn’t care less D. More than I expected 9.— This soup tastes a little plain. — ________. I haven’t added any salt yet. A. That can wait B. That tastes better C. That explains it D. That should be enough 10.— Can we buy tickets at the door tonight? — ________. The notice says none will be sold there. A. That would be more convenient B. That might cost a little more C. That sounds quite possible D. That doesn’t seem likely 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 Theatre costume room. How can I help? B: Hello. I’m in Friday’s student performance, and my costume fitting is booked for Wednesday afternoon. Our rehearsal time has just changed. 11._________ A: Let me check. We have a 10:30 space on Wednesday morning, or 4:00 on Tuesday afternoon. B: Tuesday at 4:00 would work. 12._________ A: Bring the shoes you’ll wear on stage and a thin shirt to put under the costume. We already have your size form. B: The shoes are at school today, but I can collect them before Tuesday. 13._________ A: Yes. Without them, we can check the costume length, but we can’t mark the final hem accurately. B: Understood. I also noticed that my role uses a hat in the second scene. 14._________ A: It is included, but hats are fitted after the main costume. Allow about fifteen extra minutes. B: Then I’ll ask my teammate to wait for me. If the rehearsal runs late and I can’t arrive by four, 15._________ A: Call us before 3:30. We can hold the space for ten minutes; after that, we’ll offer it to the next student. B: That’s clear. I’ll confirm Tuesday at four now. A. what should I do? B. What do I need to bring to the fitting? C. Is the hat included in the same appointment? D. May I collect the costume immediately after the fitting? E. Could I move the fitting to another time? F. Can my teammate use my fitting space if I finish early? G. So the stage shoes are necessary for the final check, aren’t they? 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 CITY SOUND MAP: STUDENT FIELD PROJECT The City Culture Centre is inviting vocational students to create short audio pieces for an online map of everyday city sounds. Each team will choose one public place—such as a market lane, ferry landing, sports ground or craft street—and produce a three-minute recording with spoken explanation. Who may apply: Teams of three to five students aged 16 or above. Each team must include one student responsible for sound recording and one for checking interview permission. A teacher may advise two teams but cannot record or edit for them. Applications close at 5:00 p.m. on 18 September. A team submits one location plan and a 100-word explanation; no sample recording is required at this stage. Project stages: 21 September—online safety meeting for all accepted teams; 23–30 September—field recording; 2 October—first edit due; 6 October—feedback meeting; 10 October—final file due. Teams may record only between 7:00 a.m. and 8:00 p.m. Interviews with shop workers or visitors require a signed permission form. Voices of children under 14 cannot be used, even with a parent present. Traffic may be recorded from the pavement, but students must not stand in a cycle lane or block an entrance. Equipment and support: The centre can lend each team one recorder and one wind cover for four days. Teams needing equipment for the weekend must collect it by 4:30 p.m. on Thursday. Free editing rooms are available in two-hour periods, but must be booked at least one day ahead. A technical adviser can explain how to reduce wind noise; the adviser will not rewrite scripts or choose music. Selection and credit: Up to twelve final pieces will enter the map. Selection is based on clear sound, a focused explanation, respect for the people recorded and evidence that the sound changes listeners’ understanding of the place. Every student whose voice or fieldwork appears in a selected piece will be named on the project page. 16. What must a team submit when applying? A. A location plan and a 100-word explanation. B. A final script and a three-minute recording. C. Two permission forms and a teacher’s report. D. An equipment request and a piece of music. 17. Which team can follow all the fieldwork rules? A. Four 15-year-olds record an indoor market at 6:30 a.m. B. Three students interview a shop worker after receiving written permission. C. Five students record a child’s voice after asking only the parent. D. Two students record traffic while standing beside a cycle lane. 18. A team wants to record on Saturday and edit the next afternoon. What should it do? A. Collect equipment on Friday and ask the adviser to book a room. B. Collect equipment by Thursday afternoon and reserve Sunday’s room by Saturday. C. Attend the feedback meeting first and borrow equipment for two hours. D. Submit the first edit before borrowing a recorder for the weekend. 19. What help will the technical adviser provide? A. Choosing background music for each place. B. Revising a team’s spoken explanation. C. Teaching teams how to control wind noise. D. Interviewing local workers for students. 20. What is the main purpose of the notice? A. To compare recording devices used by student teams. B. To explain how to join and complete a city sound project. C. To recruit performers for a city music competition. D. To introduce the history of several public places. B Before a shadow-puppet figure moves across the lit cloth, somebody has already decided how its leather joints should bend, which colours will survive the strong lamp and how a hand can control three thin rods at once. In a workshop in northern Jiangsu, 32-year-old Zhou Yan works on those decisions. She is both a maker and a performer, though her path into the craft began with industrial product design rather than theatre. At college, Zhou learned to draw objects from several angles and build models that people could actually use. During a holiday visit to a local puppet troupe, she noticed that an old warrior figure had a beautifully cut arm but could not lift its sword smoothly. The decoration and the movement had been designed separately. Zhou offered to redraw the joint. Her first version looked neat on paper yet produced a stiff elbow. After watching performers rehearse, she moved the turning point by only four millimetres. The arm then rose naturally without changing the traditional outline. That small correction led to longer work with the troupe. Zhou studied older figures in local collections, but she did not simply copy them. Traditional mineral colours, for example, looked rich under an oil lamp but sometimes became dull under modern LED lighting. She tested layers of colour on spare leather and recorded how each appeared from the audience side. She also asked performers where rods pressed painfully against their fingers during a long show. Some handles were made slightly wider, while the visible shape of the puppet remained unchanged. Zhou now spends part of each week teaching apprentices. She begins not with cutting patterns but with an hour behind the screen. Students must operate an old figure and describe where it resists the hand. ‘If you only admire the front, you miss half the design,’ she tells them. For Zhou, preserving a craft does not mean freezing every detail. It means understanding which details carry its character and which can be adjusted so the work continues to live on stage. Her approach has drawn attention from other troupes, but Zhou measures success in a quieter way. When audiences follow the warrior’s sword instead of noticing the joint that moves it, she knows the design has done its job. 21. What did Zhou study at college? A. Stage lighting. B. Mineral painting. C. Industrial product design. D. Traditional theatre history. 22. Why did Zhou’s first redrawn joint fail? A. It respected the old outline too closely. B. It was designed without enough attention to actual movement. C. It used leather that was too soft for stage lighting. D. It placed the control rods too far from the audience. 23. What does the word “freezing” in Paragraph 4 most nearly mean? A. Keeping something completely unchanged. B. Making something cold enough to store. C. Stopping a performance halfway through. D. Protecting something from strong light. 24. What principle connects Zhou’s changes to joints, colours and handles? A. New materials should replace all traditional ones. B. Audience opinions matter more than performers’ experience. C. A puppet’s appearance should change whenever technology changes. D. Practical adjustments can support tradition without removing its character. 25. How does Zhou judge whether a design has succeeded? A. The audience follows the puppet’s action instead of noticing its mechanism. B. The apprentices reproduce every old figure without adjustment. C. The performers use narrower handles during a long show. D. The troupe replaces traditional outlines with modern ones. C Students often believe that rereading a page immediately will make it stay in memory. The page feels familiar, so learning appears to be going well. Yet familiarity can be misleading. When words are still in front of us, the brain does not need to rebuild the idea. It may recognise the material without being able to produce it later, much as we recognise a face but cannot describe it accurately after the person has left. Memory researchers distinguish between recognition and retrieval. Recognition happens when the answer is present and seems known. Retrieval means bringing information back without seeing it. The second process requires more effort, and that effort is useful. Each successful retrieval strengthens the routes leading to a memory. Even an unsuccessful attempt can prepare the brain to notice the correct answer more carefully when it appears afterward. Timing also matters. Suppose a learner reads a short explanation, closes the book and recalls it ten seconds later. The task may be too easy because the wording is still active. Waiting until the next day makes retrieval harder, but not always better: if almost everything is lost, the learner receives little useful practice. Effective spacing creates a ‘desirable difficulty’—enough delay to require reconstruction, but not so much that recall becomes a guess. This helps explain why mixing topics can improve learning. Solving ten questions of one type in a row often feels smooth because the method from the previous question remains available. When several question types are mixed, the learner must first decide which method fits. Performance during practice may look worse, yet later recall can improve because choosing the method becomes part of the memory. None of this means that struggle is always valuable. Confusing instructions, missing background knowledge or constant interruption add difficulty without guiding memory. Useful difficulty has a target: it makes the learner retrieve, compare or choose. A practical study routine might therefore include reading once, closing the material, writing what can be recalled, checking gaps and returning after a suitable delay. The goal is not to make study unpleasant. It is to replace the feeling of knowing with evidence that knowledge can be brought back when needed. 26. How is retrieval different from recognition? A. It requires information to be produced without seeing the answer. B. It makes familiar words remain visible for a longer time. C. It prevents learners from checking a correct answer later. D. It depends on describing a familiar face in detail. 27. When can spacing become less useful? A. When the material contains more than one topic. B. When the delay is so long that recall is mostly guessing. C. When learners check gaps after trying to remember. D. When the first recall attempt takes some effort. 28. What does “desirable difficulty” refer to in the passage? A. A problem caused by unclear learning instructions. B. A delay that keeps every word active in the mind. C. A manageable challenge that makes memory work productively. D. A test that learners cannot complete without help. 29. Why may mixed practice improve later performance even if it feels harder? A. It lets learners repeat one successful method continuously. B. It removes the need to remember earlier information. C. It makes all question types equally familiar at once. D. It practises selecting a method as well as using it. 30. Why does the writer end with a suggested study routine? A. To show how the research ideas can guide actual learning. B. To prove that rereading should be removed from every lesson. C. To compare the memory ability of different students. D. To warn that difficult study is usually unsuccessful. D A well-designed sign is often described as one that people notice immediately. That sounds reasonable, but noticeability is only the first test. In a railway station, hospital or school building, a sign succeeds when it helps a person decide what to do next. A huge arrow may catch the eye, yet still fail if users cannot tell whether it points to a doorway, a floor above or a service beyond the corner. Designers sometimes treat confusion as a problem of size: if users miss a sign, make it larger. But adding visual force can create competition. When every message is bright, bold and urgent, none receives clear priority. People slow down because they must compare several claims on their attention. The result is a space that contains more information but offers less guidance. Context gives a sign meaning. An arrow placed directly over a door is read differently from the same arrow printed on a map. Words also depend on the user’s position. ‘Ticket Check Ahead’ is useful before passengers join a queue; beside the inspection desk, it arrives too late. Good wayfinding therefore considers the journey as a sequence. It asks what users know at each point, what decision comes next and what information can wait. There is also a social side to signs. A notice saying ‘Do Not Stand Here’ may keep a passage clear, but it tells people only what to avoid. Adding ‘Waiting Area Around the Corner’ reduces uncertainty and makes cooperation easier. This does not mean every rule needs a long explanation. It means that, where possible, a restriction should be paired with a workable next step. The quietest sign may be the most successful one if it appears exactly when a decision is required. People rarely praise a sign that guided them without effort; they simply continue moving. For this reason, designers should not judge signs only as isolated objects on a wall. They should observe movement, hesitation and wrong turns across the whole space. Information design is less about making messages shout and more about arranging a conversation between place and action. 31. According to Paragraph 1, when does a sign truly succeed? A. When it helps users make the next decision. B. When it contains the largest possible arrow. C. When it can be seen from every floor. D. When it describes all nearby services. 32. Why can making every message visually strong be unhelpful? A. Strong colours make users forget the building map. B. Large signs are usually placed beyond a corner. C. Competing messages make priority harder to recognise. D. Bold notices always require longer explanations. 33. What does the example of “Ticket Check Ahead” show? A. The same information is useful only when placed at the right point in a journey. B. Passengers understand maps better than signs above doors. C. Inspection desks should be moved closer to station entrances. D. Directional words should be replaced by larger arrows. 34. Why is “Waiting Area Around the Corner” added to the restriction? A. To make the rule sound more serious. B. To offer an action that helps people follow the rule. C. To explain why the passage was built too narrow. D. To keep users reading the notice for longer. 35. Which title best expresses the writer’s view? A. Why Public Signs Need Brighter Colours B. Turning Every Wall into an Information Space C. The Hidden Cost of Following Building Rules D. Good Signs Guide Decisions, Not Just Attention 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。 During my practice week at a community repair booth, I was asked to write a red tag for every umbrella brought in. Master Wu said, “The tag stays until the owner opens the umbrella.” I thought it was only for names and phone numbers. The first umbrella looked easy. Its handle was 36.__________, and the cloth had no holes. I wrote “ready” on the tag before opening it fully. Master Wu stopped me and pointed to a thin line near one rib. In light rain it might hold, but in strong wind it would 37.__________. He changed my word “ready” to “check again”. Later, a woman came for a blue umbrella. The phone number matched, but the red tag said, “small silver mark inside.” I almost gave her the one on top because it was also blue. Then I saw another blue umbrella with that mark. The tag seemed 38.__________, but it prevented a wrong return. On the last day, I repaired an umbrella myself and wanted to remove the tag as soon as it closed smoothly. Then I remembered Wu’s rule and asked the owner to open it. One rib still bent outward. I felt 39.__________, but the owner thanked us for finding it before the next storm. From then on, the red tag was not a piece of paper to me. It was a promise to finish the 40.__________ check. Before I left the booth that week, Master Wu reminded me of one last thing. “Every red tag is a small 41.__________ — names, phone numbers, even the silver marks inside. People 42.__________ what the tag says when they rush, so we must open the umbrella 43.__________ handing it back and write each note 44.__________.” Walking home, I realized that this careful check was no longer just a rule; it had become a daily 45.__________. 36. A. locked B. heavy C. smooth D. expensive 37. A. fail B. shine C. dry D. arrive 38. A. simple B. useless C. popular D. noisy 39. A. proud B. sorry C. bored D. safe 40. A. quickest B. easiest C. final D. public 41. A. record B. price C. color D. lesson 42. A. trust B. forget C. paint D. borrow 43. A. before B. unless C. though D. because 44. A. earlier B. correctly C. louder D. cheaply 45. A. seat B. report C. habit D. ticket 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 repair hotline in Suzhou 46.__________ (use) by several old neighborhoods since March. The hotline, 47.__________ is printed beside the lift doors, helps residents report small problems such as broken lights, loose handrails and water on the stairs. To make each report useful, callers are asked 48.__________ (describe) the place and time as clearly as possible. At first, some residents only said that “something was wrong”. This sounded polite, 49.__________ it did not help workers find the problem. Now the operator asks one more question: “What changes when you use it?” For example, a lift door that opens 50.__________ (slow) on rainy days may need a different check from a door that stops every morning. A short answer can be grammatically correct, 51.__________ it may still give the wrong direction if the key fact is missing. Last week, three reports about the same building 52.__________ (send) to different repair teams because the floor numbers were unclear. After the mistake, a new online form was added. Residents must choose 53.__________ the problem happens, upload one photo and leave a phone number. The change has made follow-up calls 54.__________ (helpful) than before. The hotline is small, but it shows that clear words and careful details can save time 55.__________ prevent repeated work. 五、书面表达（满分20分） 假定你是李华，你校英语社团正在开展“Better Service Starts with Details”主题交流活动。请你用英语写一篇短文，结合一次学习或实训经历，谈谈细节在服务或工作中的重要性。 内容包括： （1）简要描述一次相关经历； （2）说明细节为什么重要； （3）谈谈你今后会怎么做。 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：detail 细节；check 检查；service 服务；responsibility 责任 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（二） 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. — Is Linda joining us for lunch? — ________. She has a dentist’s appointment at noon. A. It sounds as if she is B. She may come a little later C. It doesn’t look like it D. It’s too early to tell 【答案】C 【考点】根据后文信息作出判断 【解析】Linda中午要去看牙医，与共进午餐的时间冲突，因此她看来不会参加。C项表示“看起来不会”，符合语境。A项表示她似乎会来，与后文相矛盾；B项表示她可能晚点来，但后文只说明她另有安排，并未提供稍后参加的信息；D项表示现在还无法判断，但牙医预约已经为判断提供了充分依据。故选C。 2.— Can you join us for a picnic on Sunday? — ________. I’ve promised to visit my grandparents. A. I’d love to, but I can’t B. I’d rather go somewhere else C. I’m not sure you should D. I don’t think you need to 【答案】A 【考点】婉拒邀请 【解析】答语后半句说明说话人已经答应去看望祖父母，因此不能参加野餐。A项既表达了接受邀请的意愿，又以“but I can’t”委婉拒绝，符合语境。B项表示不喜欢这个地点或活动，拒绝原因与后文不符；C项是在质疑对方是否应该去野餐，指向错误；D项表示对方没有必要去，同样不是回答自己能否参加。故选A。 3.— Should I stop taking the medicine now? — ________. Finish all the tablets as the doctor told you. A. It’s all up to you B. That should be enough C. You don’t have to D. You’d better not 【答案】D 【考点】根据医嘱提出建议 【解析】后半句要求对方按照医嘱吃完全部药片，说明现在不应停药。D项“You’d better not”表示“你最好不要”，完整含义是“你最好不要停药”，符合语境。A项把决定交给患者自己，与遵守医嘱的要求不符；B项表示目前的用药量已经足够，会支持停药，与后文矛盾；C项表示“你不必这样做”，在语法上可能指“不必停药”，但指向不够明确，也没有D项直接、得体。故选D。 4.— Excuse me, is this seat taken? — ________. My friend will be back in a minute. A. I don’t think it is B. I’m afraid it is C. Please help yourself D. You can have it now 【答案】B 【考点】座位是否可用及委婉拒绝 【解析】答语后半句说明朋友很快就会回来，表明这个座位已有人使用。B项“I’m afraid it is”意为“恐怕有人坐了”，既回答问题又语气委婉。A项表示认为座位无人使用，与朋友即将回来矛盾；C项表示请对方随意使用，会错误地允许对方入座；D项虽然带有时间限制，但仍表示对方目前可以坐，而答话人是在为朋友保留座位。故选B。 5.— Sorry to keep you waiting. — ________. I arrived only a minute ago. A. It was quite a long wait B. You certainly kept me waiting C. You haven’t, really D. You should have called me 【答案】C 【考点】回应道歉并减轻对方歉意 【解析】说话人表示自己一分钟前才到，说明实际上并没有等很久。C项“You haven’t, really”表示“其实你并没有让我久等”，符合安慰对方的交际目的。A项表示等待时间很长，与后文矛盾；B项直接责怪对方让自己久等，也与“一分钟前才到”不符；D项表示对方本应提前打电话，带有批评意味，而后文是在说明对方不必道歉。故选C。 6.— Shall we play tennis at three? — ________. The court is being used until four. A. Let’s play for an hour B. Let’s meet at the court C. Let’s book it right now D. Let’s make it half past four 【答案】D 【考点】根据时间冲突调整计划 【解析】网球场在四点前一直有人使用，因此三点不能打球，需要把时间改到四点以后。D项建议改为四点半，符合场地使用条件。A项只改变打球时长，没有解决三点时球场被占用的问题；B项仍可能在三点到达球场，时间冲突没有消除；C项虽然涉及预订，但球场已有安排，立即预订不能使三点的场地空出来。故选D。 7.— I can’t decide between the e-book and the printed one. — ________. Think about where you’ll read it most often. A. It depends on what you need B. Either one is much cheaper C. Both of them feel the same D. Neither one is worth buying 【答案】A 【考点】根据个人需求提供建议 【解析】后半句让对方考虑自己经常在哪里阅读，说明选择电子书还是纸质书应取决于具体使用需求。A项“这取决于你的需要”与后文建议一致。B项声称两者中任意一种都便宜，但没有价格信息支持；C项认为两种阅读体验相同，会使“在哪里阅读”这一考虑失去意义；D项否定两种选择，而答话人实际上是在帮助对方从中选择。故选A。 8.— You came second in the speech contest. You must be pleased. — ________. I was hoping to win. A. I couldn’t be happier B. Not as much as you think C. I couldn’t care less D. More than I expected 【答案】B 【考点】根据后文判断说话人的真实态度 【解析】虽然说话人获得了第二名，但后半句“I was hoping to win.”说明其原本希望夺冠，因此并没有对方想象得那么高兴。B项表示“没有你想的那么高兴”，准确体现了保留和失望。A项表示非常高兴，程度与未能夺冠的遗憾不符；C项表示完全不在乎，语气过于消极，而且想获胜说明说话人很在意比赛；D项表示结果超出预期，但说话人的目标是第一名，第二名并未超过预期。故选B。 9.— This soup tastes a little plain. — ________. I haven’t added any salt yet. A. That can wait B. That tastes better C. That explains it D. That should be enough 【答案】C 【考点】根据原因解释现象 【解析】汤味道偏淡，而答话人还没有加盐，后者正好解释了前者。C项“That explains it”表示“那就解释得通了”，符合因果关系。A项表示某件事可以稍后再做，但没有回应汤为什么味淡；B项表示现在味道更好，与“尚未加盐”及“味道偏淡”不符；D项表示数量或程度已经足够，但语境恰恰说明调味尚未完成。故选C。 10.— Can we buy tickets at the door tonight? — ________. The notice says none will be sold there. A. That would be more convenient B. That might cost a little more C. That sounds quite possible D. That doesn’t seem likely 【答案】D 【考点】根据信息判断事情的可能性 【解析】通知明确说明现场不售票，因此晚上到门口买票的可能性很低。D项“那似乎不太可能”符合语境。A项表示现场购票更方便，只评价便利性，没有考虑“不售票”的规定；B项推测现场票可能更贵，但问题不是价格，而是根本没有现场票；C项表示现场购票很可能可行，与通知内容直接矛盾。故选D。 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 Theatre costume room. How can I help? B: Hello. I’m in Friday’s student performance, and my costume fitting is booked for Wednesday afternoon. Our rehearsal time has just changed. 11._________ A: Let me check. We have a 10:30 space on Wednesday morning, or 4:00 on Tuesday afternoon. B: Tuesday at 4:00 would work. 12._________ A: Bring the shoes you’ll wear on stage and a thin shirt to put under the costume. We already have your size form. B: The shoes are at school today, but I can collect them before Tuesday. 13._________ A: Yes. Without them, we can check the costume length, but we can’t mark the final hem accurately. B: Understood. I also noticed that my role uses a hat in the second scene. 14._________ A: It is included, but hats are fitted after the main costume. Allow about fifteen extra minutes. B: Then I’ll ask my teammate to wait for me. If the rehearsal runs late and I can’t arrive by four, 15._________ A: Call us before 3:30. We can hold the space for ten minutes; after that, we’ll offer it to the next student. B: That’s clear. I’ll confirm Tuesday at four now. A. what should I do? B. What do I need to bring to the fitting? C. Is the hat included in the same appointment? D. May I collect the costume immediately after the fitting? E. Could I move the fitting to another time? F. Can my teammate use my fitting space if I finish early? G. So the stage shoes are necessary for the final check, aren’t they? 【答案】11. E 12. B 13. G 14. C 15. A 【导语】这是一段关于学生演出服装试穿安排的电话咨询。对话依次介绍改约时段、携带物品、舞台鞋与衣长检查的关系、帽饰试戴安排以及迟到时的处理办法。 【详解】11. E。上文说明原定周三下午试穿，但排练时间刚有变化；下文工作人员提供周三上午和周二下午两个空档。因此空处应请求更换试穿时间，E项符合。D项询问领取服装，F项询问转让时段，虽同属试穿流程，却不能引出两个备选时间。 12. B。上文双方确定周二下午四点可行；下文列出舞台鞋、打底薄衫，并说明已有尺码表。结合改约后的准备环节，空处应询问试穿需要带什么，B项符合。 13. G。前句说舞台鞋目前在学校但周二前可以取到，下文用Yes回应，并解释没有鞋只能检查衣长、无法准确标出最终下摆。由前后两轮可知，空处是在确认舞台鞋是否为最终检查所必需，G项符合。 14. C。上文提到角色在第二场使用帽子；下文说帽子包含在内，但要在主体服装之后试戴并多留十五分钟。因此空处应询问帽子是否包含在同一次预约中，C项符合。 15. A。前句提出排练拖延、不能四点到达的假设；下文给出3:30前来电、保留十分钟、之后转给下一位学生的处理规则。因此空处应询问该怎么办，A项符合。D项虽涉及试穿后的流程，F项虽涉及时段归属，均不能承接迟到条件。 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 CITY SOUND MAP: STUDENT FIELD PROJECT The City Culture Centre is inviting vocational students to create short audio pieces for an online map of everyday city sounds. Each team will choose one public place—such as a market lane, ferry landing, sports ground or craft street—and produce a three-minute recording with spoken explanation. Who may apply: Teams of three to five students aged 16 or above. Each team must include one student responsible for sound recording and one for checking interview permission. A teacher may advise two teams but cannot record or edit for them. Applications close at 5:00 p.m. on 18 September. A team submits one location plan and a 100-word explanation; no sample recording is required at this stage. Project stages: 21 September—online safety meeting for all accepted teams; 23–30 September—field recording; 2 October—first edit due; 6 October—feedback meeting; 10 October—final file due. Teams may record only between 7:00 a.m. and 8:00 p.m. Interviews with shop workers or visitors require a signed permission form. Voices of children under 14 cannot be used, even with a parent present. Traffic may be recorded from the pavement, but students must not stand in a cycle lane or block an entrance. Equipment and support: The centre can lend each team one recorder and one wind cover for four days. Teams needing equipment for the weekend must collect it by 4:30 p.m. on Thursday. Free editing rooms are available in two-hour periods, but must be booked at least one day ahead. A technical adviser can explain how to reduce wind noise; the adviser will not rewrite scripts or choose music. Selection and credit: Up to twelve final pieces will enter the map. Selection is based on clear sound, a focused explanation, respect for the people recorded and evidence that the sound changes listeners’ understanding of the place. Every student whose voice or fieldwork appears in a selected piece will be named on the project page. 16. What must a team submit when applying? A. A location plan and a 100-word explanation. B. A final script and a three-minute recording. C. Two permission forms and a teacher’s report. D. An equipment request and a piece of music. 17. Which team can follow all the fieldwork rules? A. Four 15-year-olds record an indoor market at 6:30 a.m. B. Three students interview a shop worker after receiving written permission. C. Five students record a child’s voice after asking only the parent. D. Two students record traffic while standing beside a cycle lane. 18. A team wants to record on Saturday and edit the next afternoon. What should it do? A. Collect equipment on Friday and ask the adviser to book a room. B. Collect equipment by Thursday afternoon and reserve Sunday’s room by Saturday. C. Attend the feedback meeting first and borrow equipment for two hours. D. Submit the first edit before borrowing a recorder for the weekend. 19. What help will the technical adviser provide? A. Choosing background music for each place. B. Revising a team’s spoken explanation. C. Teaching teams how to control wind noise. D. Interviewing local workers for students. 20. What is the main purpose of the notice? A. To compare recording devices used by student teams. B. To explain how to join and complete a city sound project. C. To recruit performers for a city music competition. D. To introduce the history of several public places. 【答案】16. A 17. B 18. B 19. C 20. B 【导语】本文是一则信息密集型项目说明，介绍“城市声音地图”学生项目的申请资格、提交材料、时间节点、实地录音规则、设备支持与作品遴选标准。 【详解】16. A。直接细节题。申请部分明确要求每队提交one location plan and a 100-word explanation，并说明此阶段不要求样音。A项对应两项材料；B把最终成果提前到申请阶段；C、D所列内容并非申请必交材料。 17. B。多条件筛选题。团队须有3—5名、成员年满16岁，录音在7:00—20:00之间，采访需书面许可，且不得使用14岁以下儿童的声音。B项三名学生在取得店员书面许可后采访，满足可见条件。A年龄与时间均不符；C违反儿童声音禁用规则；D只有两人，未达到团队人数要求。 18. B。跨段整合与推理题。设备部分规定周末使用者须在周四4:30前领取；编辑室须至少提前一天预约。因此周六录音、周日下午编辑，需要周四下午前取设备，并最迟周六预订周日时段。B项同时满足两个条件。A领取过晚且顾问不代订；C、D混淆项目阶段与设备流程。 19. C。直接细节题。设备支持部分说明技术顾问可讲解如何降低风噪，但不会改稿或选音乐，故C项正确。A、B恰是明确排除的服务；D项也不属于顾问职责。 20. B。写作意图题。全文从申请条件写到时间安排、录音规范、设备支持和最终遴选，目的在于指导学生加入并完成城市声音项目。B项覆盖完整流程；A只涉及局部设备，C误为音乐比赛，D误为历史介绍。 B Before a shadow-puppet figure moves across the lit cloth, somebody has already decided how its leather joints should bend, which colours will survive the strong lamp and how a hand can control three thin rods at once. In a workshop in northern Jiangsu, 32-year-old Zhou Yan works on those decisions. She is both a maker and a performer, though her path into the craft began with industrial product design rather than theatre. At college, Zhou learned to draw objects from several angles and build models that people could actually use. During a holiday visit to a local puppet troupe, she noticed that an old warrior figure had a beautifully cut arm but could not lift its sword smoothly. The decoration and the movement had been designed separately. Zhou offered to redraw the joint. Her first version looked neat on paper yet produced a stiff elbow. After watching performers rehearse, she moved the turning point by only four millimetres. The arm then rose naturally without changing the traditional outline. That small correction led to longer work with the troupe. Zhou studied older figures in local collections, but she did not simply copy them. Traditional mineral colours, for example, looked rich under an oil lamp but sometimes became dull under modern LED lighting. She tested layers of colour on spare leather and recorded how each appeared from the audience side. She also asked performers where rods pressed painfully against their fingers during a long show. Some handles were made slightly wider, while the visible shape of the puppet remained unchanged. Zhou now spends part of each week teaching apprentices. She begins not with cutting patterns but with an hour behind the screen. Students must operate an old figure and describe where it resists the hand. ‘If you only admire the front, you miss half the design,’ she tells them. For Zhou, preserving a craft does not mean freezing every detail. It means understanding which details carry its character and which can be adjusted so the work continues to live on stage. Her approach has drawn attention from other troupes, but Zhou measures success in a quieter way. When audiences follow the warrior’s sword instead of noticing the joint that moves it, she knows the design has done its job. 21. What did Zhou study at college? A. Stage lighting. B. Mineral painting. C. Industrial product design. D. Traditional theatre history. 22. Why did Zhou’s first redrawn joint fail? A. It respected the old outline too closely. B. It was designed without enough attention to actual movement. C. It used leather that was too soft for stage lighting. D. It placed the control rods too far from the audience. 23. What does the word “freezing” in Paragraph 4 most nearly mean? A. Keeping something completely unchanged. B. Making something cold enough to store. C. Stopping a performance halfway through. D. Protecting something from strong light. 24. What principle connects Zhou’s changes to joints, colours and handles? A. New materials should replace all traditional ones. B. Audience opinions matter more than performers’ experience. C. A puppet’s appearance should change whenever technology changes. D. Practical adjustments can support tradition without removing its character. 25. How does Zhou judge whether a design has succeeded? A. The audience follows the puppet’s action instead of noticing its mechanism. B. The apprentices reproduce every old figure without adjustment. C. The performers use narrower handles during a long show. D. The troupe replaces traditional outlines with modern ones. 【答案】21. C 22. B 23. A 24. D 25. A 【导语】本文是一篇文化职业人物报道，介绍工业产品设计专业出身的周妍如何通过研究动作、灯光与操控体验，改进皮影制作并理解传统保护的边界。 【详解】21. C。直接细节题。第一段说明Zhou的职业路径始于industrial product design，第二段进一步写她在大学学习多角度绘图和可用模型制作，故选C。其他三项是她后来工作涉及的内容，并非大学专业。 22. B。推理判断题。第二段说第一版图纸外观整洁，却使肘部动作僵硬；在观看演员排练并移动转点四毫米后，手臂才自然抬起。这说明初稿过于停留在纸面，未充分考虑真实运动。B项正确。A项并非失败原因；C、D混入后文材料、灯光和操控杆信息。 23. A。词义猜测题。画线词后文解释，保护工艺不是把每个细节固定住，而是分辨哪些特征必须保留、哪些可为舞台延续而调整。由“保留”与“调整”的对比可知freezing指“使其完全不变”，故选A。 24. D。跨段整合与推理题。关节转点的微调保留了传统轮廓，色层测试适应现代灯光，手柄加宽改善演员体验而不改变可见造型。三类改动共同说明：实用性调整可以帮助传统延续，同时不损害其核心特征。D项概括准确。A、C把改变范围扩大；B与她主动听取演员反馈相反。 25. A。直接细节题。最后一段说明，观众把注意力放在武士挥剑的动作上，而没有察觉驱动动作的关节时，周妍便认为设计完成了任务。A项准确。B把理解传统曲解为原样复制；C与手柄加宽的改进相反；D把保留传统轮廓误为彻底替换。 C Students often believe that rereading a page immediately will make it stay in memory. The page feels familiar, so learning appears to be going well. Yet familiarity can be misleading. When words are still in front of us, the brain does not need to rebuild the idea. It may recognise the material without being able to produce it later, much as we recognise a face but cannot describe it accurately after the person has left. Memory researchers distinguish between recognition and retrieval. Recognition happens when the answer is present and seems known. Retrieval means bringing information back without seeing it. The second process requires more effort, and that effort is useful. Each successful retrieval strengthens the routes leading to a memory. Even an unsuccessful attempt can prepare the brain to notice the correct answer more carefully when it appears afterward. Timing also matters. Suppose a learner reads a short explanation, closes the book and recalls it ten seconds later. The task may be too easy because the wording is still active. Waiting until the next day makes retrieval harder, but not always better: if almost everything is lost, the learner receives little useful practice. Effective spacing creates a ‘desirable difficulty’—enough delay to require reconstruction, but not so much that recall becomes a guess. This helps explain why mixing topics can improve learning. Solving ten questions of one type in a row often feels smooth because the method from the previous question remains available. When several question types are mixed, the learner must first decide which method fits. Performance during practice may look worse, yet later recall can improve because choosing the method becomes part of the memory. None of this means that struggle is always valuable. Confusing instructions, missing background knowledge or constant interruption add difficulty without guiding memory. Useful difficulty has a target: it makes the learner retrieve, compare or choose. A practical study routine might therefore include reading once, closing the material, writing what can be recalled, checking gaps and returning after a suitable delay. The goal is not to make study unpleasant. It is to replace the feeling of knowing with evidence that knowledge can be brought back when needed. 26. How is retrieval different from recognition? A. It requires information to be produced without seeing the answer. B. It makes familiar words remain visible for a longer time. C. It prevents learners from checking a correct answer later. D. It depends on describing a familiar face in detail. 27. When can spacing become less useful? A. When the material contains more than one topic. B. When the delay is so long that recall is mostly guessing. C. When learners check gaps after trying to remember. D. When the first recall attempt takes some effort. 28. What does “desirable difficulty” refer to in the passage? A. A problem caused by unclear learning instructions. B. A delay that keeps every word active in the mind. C. A manageable challenge that makes memory work productively. D. A test that learners cannot complete without help. 29. Why may mixed practice improve later performance even if it feels harder? A. It lets learners repeat one successful method continuously. B. It removes the need to remember earlier information. C. It makes all question types equally familiar at once. D. It practises selecting a method as well as using it. 30. Why does the writer end with a suggested study routine? A. To show how the research ideas can guide actual learning. B. To prove that rereading should be removed from every lesson. C. To compare the memory ability of different students. D. To warn that difficult study is usually unsuccessful. 【答案】26. A 27. B 28. C 29. D 30. A 【导语】本文是一篇抽象科普说明文，区分记忆中的“熟悉感”与主动提取，说明适度间隔和混合练习为何能让记忆更牢固，并指出并非所有困难都能促进学习。 【详解】26. A。直接细节题。第二段明确区分recognition和retrieval：前者在答案出现时感到熟悉，后者是在看不到材料时把信息重新带回。A项准确；B描述材料仍在眼前，属于识别；C、D均非定义。 27. B。直接细节题。第三段指出等待到第二天会增加难度，但如果几乎全部遗忘，提取就会变成猜测，练习价值有限。因此间隔过长、回忆主要靠猜时效果会下降，故选B。 28. C。词义猜测题。画线表达后用破折号解释：延迟要足以要求重建信息，又不能长到只能猜。结合末段“有用困难”会促使提取、比较或选择，可知它指让记忆有效工作的可控挑战，故选C。A是无益困难，B过易，D过难。 29. D。跨段推理题。第四段说同类题连续练习时，上题方法仍可直接沿用；混合题型则必须先判断使用哪种方法。结合第二段“费力的提取能加强记忆路径”，可推断混合练习不仅练方法本身，也练方法选择，所以后测可能更好。D项正确。 30. A。写作意图题。前文讨论提取、间隔、混合练习和有用困难，结尾把这些原理转化为“读一次—合上材料—写出回忆—核查缺口—延时返回”的操作步骤，目的是展示研究观点如何进入实际学习。A项符合。B使用绝对表述；C、D偏离作者立场。 D A well-designed sign is often described as one that people notice immediately. That sounds reasonable, but noticeability is only the first test. In a railway station, hospital or school building, a sign succeeds when it helps a person decide what to do next. A huge arrow may catch the eye, yet still fail if users cannot tell whether it points to a doorway, a floor above or a service beyond the corner. Designers sometimes treat confusion as a problem of size: if users miss a sign, make it larger. But adding visual force can create competition. When every message is bright, bold and urgent, none receives clear priority. People slow down because they must compare several claims on their attention. The result is a space that contains more information but offers less guidance. Context gives a sign meaning. An arrow placed directly over a door is read differently from the same arrow printed on a map. Words also depend on the user’s position. ‘Ticket Check Ahead’ is useful before passengers join a queue; beside the inspection desk, it arrives too late. Good wayfinding therefore considers the journey as a sequence. It asks what users know at each point, what decision comes next and what information can wait. There is also a social side to signs. A notice saying ‘Do Not Stand Here’ may keep a passage clear, but it tells people only what to avoid. Adding ‘Waiting Area Around the Corner’ reduces uncertainty and makes cooperation easier. This does not mean every rule needs a long explanation. It means that, where possible, a restriction should be paired with a workable next step. The quietest sign may be the most successful one if it appears exactly when a decision is required. People rarely praise a sign that guided them without effort; they simply continue moving. For this reason, designers should not judge signs only as isolated objects on a wall. They should observe movement, hesitation and wrong turns across the whole space. Information design is less about making messages shout and more about arranging a conversation between place and action. 31. According to Paragraph 1, when does a sign truly succeed? A. When it helps users make the next decision. B. When it contains the largest possible arrow. C. When it can be seen from every floor. D. When it describes all nearby services. 32. Why can making every message visually strong be unhelpful? A. Strong colours make users forget the building map. B. Large signs are usually placed beyond a corner. C. Competing messages make priority harder to recognise. D. Bold notices always require longer explanations. 33. What does the example of “Ticket Check Ahead” show? A. The same information is useful only when placed at the right point in a journey. B. Passengers understand maps better than signs above doors. C. Inspection desks should be moved closer to station entrances. D. Directional words should be replaced by larger arrows. 34. Why is “Waiting Area Around the Corner” added to the restriction? A. To make the rule sound more serious. B. To offer an action that helps people follow the rule. C. To explain why the passage was built too narrow. D. To keep users reading the notice for longer. 35. Which title best expresses the writer’s view? A. Why Public Signs Need Brighter Colours B. Turning Every Wall into an Information Space C. The Hidden Cost of Following Building Rules D. Good Signs Guide Decisions, Not Just Attention 【答案】31. A 32. C 33. A 34. B 35. D 【导语】本文是一篇设计认知类观点说明文，讨论公共标识不应只追求醒目，而应结合位置、使用者旅程、信息优先级和可执行的下一步来引导决策。 【详解】31. A。直接细节题。第一段指出醒目只是第一项检验，标识真正成功在于帮助人判断下一步做什么。A项准确。B只强调箭头大小；C、D都把信息范围扩大，反而可能削弱引导。 32. C。直接细节题。第二段说明所有信息都明亮、粗体、紧急时，各条信息会争夺注意力，用户难以判断优先级，因比较而放慢。C项符合。A、B、D均未表达“视觉竞争—优先级不清”的因果链。 33. A。推理判断题。第三段对比同一句Ticket Check Ahead在排队前和检查台旁的效果：前者及时，后者过晚。该例说明信息价值取决于它是否出现在用户需要作决定的节点。A项正确；B只截取本段另一例，C、D不是作者建议。 34. B。跨句推理题。Do Not Stand Here只说明禁止事项，补充等待区位置后，使用者知道应去哪里，从而降低不确定性并更容易配合。B项体现“限制+可行下一步”的逻辑。A、C、D均误解补充信息的功能。 35. D。标题归纳题。全文从“醒目不等于有效”展开，论述视觉优先级、所处情境、旅程节点和替代行动，最后强调标识是在场所与行动之间安排对话。D项“好标识引导决策，而不只是吸引注意”最能统摄全文。 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。 During my practice week at a community repair booth, I was asked to write a red tag for every umbrella brought in. Master Wu said, “The tag stays until the owner opens the umbrella.” I thought it was only for names and phone numbers. The first umbrella looked easy. Its handle was 36.__________, and the cloth had no holes. I wrote “ready” on the tag before opening it fully. Master Wu stopped me and pointed to a thin line near one rib. In light rain it might hold, but in strong wind it would 37.__________. He changed my word “ready” to “check again”. Later, a woman came for a blue umbrella. The phone number matched, but the red tag said, “small silver mark inside.” I almost gave her the one on top because it was also blue. Then I saw another blue umbrella with that mark. The tag seemed 38.__________, but it prevented a wrong return. On the last day, I repaired an umbrella myself and wanted to remove the tag as soon as it closed smoothly. Then I remembered Wu’s rule and asked the owner to open it. One rib still bent outward. I felt 39.__________, but the owner thanked us for finding it before the next storm. From then on, the red tag was not a piece of paper to me. It was a promise to finish the 40.__________ check. Before I left the booth that week, Master Wu reminded me of one last thing. “Every red tag is a small 41.__________ — names, phone numbers, even the silver marks inside. People 42.__________ what the tag says when they rush, so we must open the umbrella 43.__________ handing it back and write each note 44.__________.” Walking home, I realized that this careful check was no longer just a rule; it had become a daily 45.__________. 36. A. locked B. heavy C. smooth D. expensive 37. A. fail B. shine C. dry D. arrive 38. A. simple B. useless C. popular D. noisy 39. A. proud B. sorry C. bored D. safe 40. A. quickest B. easiest C. final D. public 41. A. record B. price C. color D. lesson 42. A. trust B. forget C. paint D. borrow 43. A. before B. unless C. though D. because 44. A. earlier B. correctly C. louder D. cheaply 45. A. seat B. report C. habit D. ticket 【答案】36. C 37. A 38. B 39. B 40. C 41. A 42. B 43. A 44. B 45. C 【导语】本文是一篇职业实践类记叙文，讲述作者在社区修伞摊实习时通过红色标签学会复核伞具状态、辨认物品细节并完成最终检查的经历。 【详解】36. C。考查形容词。前文说这把伞看起来容易修，后文说伞布没有破洞，说明手柄状态也较好。smooth表示“顺滑的”，符合伞柄外观和使用状态。locked、heavy、expensive均不能自然说明维修容易。 37. A。考查动词。上文提到伞骨附近有细线，细雨中可能撑住，但强风中可能出问题。fail表示“失灵、撑不住”，符合语境。shine、dry、arrive均不符合伞在风雨中的状态。 38. B。考查形容词。前文作者以为标签只是写姓名电话，后文却发现标签上的银色小标记避免了错还。此处表示标签看似无用，实则关键。useless符合先误解后转变的逻辑。 39. B。考查形容词。作者想提前取下标签，却在让失主打开伞后发现仍有伞骨外弯，说明自己差点漏检，因此感到抱歉。sorry符合情感变化。 40. C。考查形容词。开头Master Wu说标签要保留到失主打开伞，结尾作者理解红色标签代表完成最后检查。final check与全文伏笔回扣一致。 41. A。考查名词。红色标签记录姓名、电话和伞内银色标记等信息，是维修和归还过程中的记录。record与前文写标签、核对电话和标记形成照应。 42. B。考查动词。作者一开始觉得标签只用于基本信息，后面差点直接拿顶部蓝伞给顾客，说明人容易忽视标签细节。forget符合上下文。 43. A。考查连词。伞在交给失主之前必须打开确认，before表示时间先后，回扣开头“until the owner opens the umbrella”的规则。 44. B。考查副词。正确归还靠的是核对红色标签上的银色标记，而不是只看颜色。correctly表示“正确地”，符合防止错还的结果。 45. C。考查名词。全文从认为标签只是纸条，到把最终检查内化为做事习惯，说明作者形成了复核习惯。habit能概括文章主旨。 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 repair hotline in Suzhou 46.__________ (use) by several old neighborhoods since March. The hotline, 47.__________ is printed beside the lift doors, helps residents report small problems such as broken lights, loose handrails and water on the stairs. To make each report useful, callers are asked 48.__________ (describe) the place and time as clearly as possible. At first, some residents only said that “something was wrong”. This sounded polite, 49.__________ it did not help workers find the problem. Now the operator asks one more question: “What changes when you use it?” For example, a lift door that opens 50.__________ (slow) on rainy days may need a different check from a door that stops every morning. A short answer can be grammatically correct, 51.__________ it may still give the wrong direction if the key fact is missing. Last week, three reports about the same building 52.__________ (send) to different repair teams because the floor numbers were unclear. After the mistake, a new online form was added. Residents must choose 53.__________ the problem happens, upload one photo and leave a phone number. The change has made follow-up calls 54.__________ (helpful) than before. The hotline is small, but it shows that clear words and careful details can save time 55.__________ prevent repeated work. 【答案】46. has been used 47. which 48. to describe 49. but 50. slowly 51. though/although 52. were sent 53. where 54. more helpful 55. and 【导语】本文是一篇社区服务类说明文，介绍苏州老旧小区维修热线的使用方式、报修信息不清带来的问题以及线上表单改进后的效果。 【详解】46. has been used。考查时态和语态。主语A repair hotline与use之间是被动关系；since March提示现在完成时，因此用现在完成时的被动语态has been used。该空同时考查时态和语态。 47. which。考查非限制性定语从句。先行词为The hotline，空前后有逗号，空处在从句中作主语，指物，只能用which，不能用that。 48. to describe。考查非谓语动词。be asked to do sth.表示“被要求做某事”，此处指来电者被要求尽可能清楚地描述地点和时间，故填to describe。 49. but。考查连词和语义逻辑。前半句This sounded polite表示这种说法听起来有礼貌，后半句it did not help workers find the problem表示不能帮助维修人员定位问题，前后为转折关系，应填but。and语法上可连接两个分句，但语义上不能表达转折。 50. slowly。考查副词。空处修饰动词opens，应使用副词slowly，表示电梯门在雨天打开得慢。slow是形容词，不能在此直接修饰动词。 51. though/although。考查让步状语从句。句意为“一个简短回答可能语法正确，但如果缺少关键信息，仍可能给出错误方向”。though/although引导让步关系，符合“语法合法但语义不足”的语境陷阱。because语法上也可接从句，但会变成因果关系，语义错误。 52. were sent。考查时态、语态和主谓一致。主语three reports为复数，与send之间为被动关系；Last week提示一般过去时，因此填were sent。 53. where。考查宾语从句连接词。句意为居民必须选择问题发生的地点。where引导宾语从句并在从句中作地点状语。when也能构成语法形式，但前文错误来自floor numbers were unclear，语义应指地点而非时间。 54. more helpful。考查形容词比较级。than before提示比较级；helpful为多音节形容词，应使用more helpful。该空同时考查词性和比较级。 55. and。考查并列连词。save time与prevent repeated work为并列动词短语，表示清楚表达和细节能节省时间并避免重复工作，故填and。but可连接两个动词短语，但与此处递进并列语义不符。 五、书面表达（满分20分） 假定你是李华，你校英语社团正在开展“Better Service Starts with Details”主题交流活动。请你用英语写一篇短文，结合一次学习或实训经历，谈谈细节在服务或工作中的重要性。 内容包括： （1）简要描述一次相关经历； （2）说明细节为什么重要； （3）谈谈你今后会怎么做。 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：detail 细节；check 检查；service 服务；responsibility 责任 【答案】例文： Better service starts with details. I learned this in a training activity at our school service desk. One day, a student came to ask about a lost notebook. I first wanted to tell him to wait, but then I checked the record carefully. I found that another student had handed in a similar notebook with a name card inside. This experience taught me that a small detail can change the result of service. If I had not checked the record, the student might have waited much longer. Careful checking also shows respect for others, because good service is not only about speaking politely but also about solving problems responsibly. In the future, I will pay more attention to details in every task. I will listen carefully, check information twice and ask for help when I am not sure. I believe these habits will help me become a more reliable worker. 【导语】本题要求围绕“Better Service Starts with Details”写一篇短文，结合学习或实训经历说明细节在服务或工作中的重要性，并表达今后的做法。 【详解】范文采用三段式结构。第一段点明主题，并描述在学校服务台实训中通过认真核对记录帮助找回笔记本的经历。第二段说明细节的重要性，指出细节会影响服务结果，也体现对他人的尊重和责任。第三段写今后做法，包括认真倾听、重复核对信息以及不确定时主动求助。全文覆盖全部要点，语言自然，适合中职学生表达。 1.词汇积累 detail 细节 record 记录 carefully 仔细地 respect 尊重 responsibly 负责任地 reliable 可靠的 2.句式拓展 原句：I found that another student had handed in a similar notebook with a name card inside. 拓展：After checking the record carefully, I found that another student had handed in a similar notebook with a name card inside. 【点睛】【高分句型1】If I had not checked the record, the student might have waited much longer. 该句使用if引导的虚拟条件句，表达如果没有核对记录可能造成的结果。 【点睛】【高分句型2】I believe these habits will help me become a more reliable worker. 该句使用宾语从句，总结今后的努力方向，表达清楚自然。 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 $