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HSK 5 full-length practice: 72 original tasks with audio

Practise 35 listening questions across 11 original recordings, 35 reading questions and two open writing tasks without an account. The 72-item written-practice structure follows the checked HSK 3.0 level 5 sample counts. Work at your own pace or use site timers; every listening and reading option has an explanation.

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MandarinGo · Updated · Content and audio policy

Version, scope and sources

This is original MandarinGo teaching material, not an official or past exam paper. The checked HSK 3.0 level 5 sample has 19 + 16 listening items and 10 cloze + 10 paragraph-order + 15 passage-reading items. Writing includes a four-picture story of at least 100 Chinese characters and a topic composition of at least 200. The separate speaking component is not included. Confirm the version required by your booked test centre.

The 35 reading questions and two writing tasks are shared with our separate HSK 5 reading and writing page. This page adds 35 listening questions and the combined session; it does not add 72 different questions to the site. The recordings include decisions, conditions, attitudes and evidence-based inference. Read the English meaning and all four option explanations after trying each material.

Audio grouping, synthetic narration, manual replay, timers and practice accuracy are site learning settings. Official playback counts and standardized score conversion have not been verified for this version. The page does not predict official scores or passing, and the recordings are not claimed to have had human pronunciation review.

Section sources: Official HSK 3.0 sample bundle (about 395 MB)

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All answers and drafts stay in this browser. No account, AI processing or upload is needed. Optional device saving restores this practice within seven days of saving; expired copies are removed on the next visit. Avoid saving on a shared device.

Learning mode lets you revisit sections, pause, replay audio and read explanations. Timed mode locks each finished section, keeps counting in the background and after a reload, and shows explanations after submission. Both modes allow manual audio replay. This is a site practice setting, not a verified official playback rule.

Site practice budgets: Listening 25 minutes · Reading 35 minutes · Writing 40 minutes. These are answering budgets, excluding official preparation, information and answer-transfer stages.

Listening: 35 original questions

Part one uses five three-question recordings and two two-question recordings; part two uses four four-question recordings. These are our learning groups, not verified official recording or playback rules.

The recordings are synthetic Mandarin reading of original scripts. Each recording has its own transcript and English meaning. Questions are written on this page; the recording reads the material, not the questions.

Training museum volunteers

Part 1 · L01–L03

Transcript and English meaning

博物馆招募周末讲解志愿者，报名人数超过了名额。负责人说，以前做过讲解并不代表可以免去培训，因为这次展览的内容与以往不同。大家先参加两次培训，再进行现场演示。演示时，能否根据参观者的问题调整说明，比背出多少展品年代更重要。没有被选上的人可以协助整理观众留言，下个月仍有机会申请讲解岗位。

More people applied to be weekend museum guides than there are places. Previous guiding experience does not remove the training requirement because this exhibition differs from earlier ones. Applicants attend two training sessions and then demonstrate their guiding. Adapting an explanation to visitors’ questions matters more than memorizing dates. Unselected applicants can organize visitor comments and apply for guiding again next month.

L01. 有讲解经验的报名者为什么仍须参加培训？
Answer, evidence and every option explained

Answer: A. 这次展览的内容不同

Evidence / language cue: 以前做过讲解并不代表可以免去培训，因为这次展览的内容与以往不同

  1. 这次展览的内容不同 — The changed exhibition content makes training necessary even for experienced guides.
  2. 现场演示不能安排在周末 — No weekend scheduling conflict is given; training is needed because the exhibition has changed.
  3. 以往的讲解经验已经毫无价值 — Experience does not waive training, but that does not make all prior experience worthless.
  4. 整理留言是所有讲解者的唯一任务 — Organizing comments is an alternative role for unselected applicants, not every guide’s sole task.
L02. 现场演示主要看重什么？
Answer, evidence and every option explained

Answer: C. 能否针对观众的问题说明

Evidence / language cue: 根据参观者的问题调整说明，比背出多少展品年代更重要

  1. 是否记住所有展品年代 — Memorized dates are the less important side of the comparison.
  2. 是否能不听问题就讲完准备好的内容 — Delivering a fixed script without listening conflicts with adapting to visitors’ questions.
  3. 能否针对观众的问题说明 — Responding to visitors’ questions is the central skill being assessed.
  4. 是否可以不参加培训就完成演示 — Training remains required; bypassing it is not an assessment criterion.
L03. 这次没有入选讲解岗位的人可以怎么做？
Answer, evidence and every option explained

Answer: B. 整理留言，并在下个月再次申请

Evidence / language cue: 可以协助整理观众留言，下个月仍有机会申请讲解岗位

  1. 直接跳过下个月的选拔 — Reapplying next month does not mean bypassing selection.
  2. 整理留言，并在下个月再次申请 — They may organize feedback now and apply for guiding again next month.
  3. 先做讲解，下个月再补培训 — They are not offered immediate guiding followed by later training; they may reapply next month.
  4. 永久退出志愿服务 — Not being selected does not permanently exclude them from volunteering.

Changing a team meeting

Part 1 · L04–L06

Transcript and English meaning

一家设计公司的员工分布在不同城市。原来的每日视频会议常常超过一小时，有人因此无法集中完成设计。经理提出，普通进度改为文字更新，只有需要共同决定的问题才开会。每周五仍保留一次讨论，时间不超过半小时。她强调，减少会议不是减少交流；如果文字说明引起误解，应及时约相关同事沟通，而不是等到周五。

A design company has staff in different cities. Daily video meetings often last over an hour and interrupt focused design work. The manager proposes written routine updates, with meetings for decisions requiring collaboration. A Friday discussion remains, limited to half an hour. Fewer meetings should not mean less communication: misunderstandings in written updates should be discussed promptly with the relevant colleagues.

L04. 经理为什么提出调整会议安排？
Answer, evidence and every option explained

Answer: B. 长时间会议影响专注工作

Evidence / language cue: 每日视频会议常常超过一小时，有人因此无法集中完成设计

  1. 经理希望普通进度完全不再交流 — Routine progress is still communicated, through writing rather than long meetings.
  2. 长时间会议影响专注工作 — Overlong meetings interfere with focused design work.
  3. 每周五的讨论已经被全部取消 — The Friday discussion remains, with a half-hour limit.
  4. 文字更新从来不会产生误解 — The later instruction explicitly allows for misunderstandings in writing.
L05. 按照新安排，什么情况需要开会？
Answer, evidence and every option explained

Answer: D. 有问题需要大家共同决定

Evidence / language cue: 只有需要共同决定的问题才开会

  1. 每完成一个普通进度更新 — Routine progress becomes a written update, not a separate meeting.
  2. 任何消息都必须全员讨论 — The plan does not require everyone to discuss every message.
  3. 所有员工都完成了当天的设计 — The condition is a need for joint decisions, not everyone finishing the day’s design work.
  4. 有问题需要大家共同决定 — Issues needing a joint decision are the stated reason for a meeting.
L06. 文字说明出现误解时，经理建议怎么做？
Answer, evidence and every option explained

Answer: A. 及时和相关同事沟通

Evidence / language cue: 应及时约相关同事沟通，而不是等到周五

  1. 及时和相关同事沟通 — Discuss it promptly with the relevant colleagues, without waiting for the scheduled meeting.
  2. 一定等到周五再解决 — The instruction explicitly says not to wait until Friday.
  3. 停止所有文字更新 — Resolving a misunderstanding does not mean abandoning written updates.
  4. 立即恢复每天一小时会议 — Reinstating the old daily meeting schedule is not proposed.

Testing reusable delivery boxes

Part 1 · L07–L09

Transcript and English meaning

一家小书店试用了循环配送箱。顾客收到书后，把空箱交回附近的取货点，就能取回押金。第一个月，箱子损坏得少，但店员发现，回收和清洁需要的时间比预计多。店主没有立刻扩大范围，而是先把取货点从五个减少到两个，再观察运输次数是否下降。他说，环保的想法值得支持，但要让这套办法长期运行，还需要把每个环节的成本算清楚。

A small bookshop trials reusable delivery boxes. Customers recover their deposits by returning empty boxes to a nearby collection point. Few boxes are damaged in the first month, but collecting and cleaning them takes longer than expected. Before expanding, the owner reduces collection points from five to two to see whether transport trips fall. He supports the environmental aim but wants to understand the costs at each step so the system can last.

L07. 顾客怎样才能取回押金？
Answer, evidence and every option explained

Answer: B. 把空箱交回取货点

Evidence / language cue: 把空箱交回附近的取货点，就能取回押金

  1. 签收书以后自动收到押金 — Receiving the book alone is insufficient; the empty box must be returned.
  2. 把空箱交回取货点 — Returning the empty box to a collection point releases the deposit.
  3. 把空箱留在家里等待店员上门 — The stated process is return to a collection point, not waiting at home for a collection.
  4. 等书店扩大配送范围 — Deposit refunds do not depend on expansion.
L08. 店主减少取货点主要是为了观察什么？
Answer, evidence and every option explained

Answer: D. 运输次数是否下降

Evidence / language cue: 先把取货点从五个减少到两个，再观察运输次数是否下降

  1. 每个箱子的损坏率是否变成零 — Low damage is already observed; the station change tests transport trips, not a guarantee of zero damage.
  2. 顾客是否愿意支付更高押金 — The deposit amount is not changed or identified as the outcome being observed.
  3. 清洁是否可以从此完全取消 — Cleaning remains part of the operation; fewer collection points do not remove that need.
  4. 运输次数是否下降 — The owner wants to observe whether fewer collection points reduce transport trips.
L09. 店主对这套办法的态度是什么？
Answer, evidence and every option explained

Answer: C. 支持目标，但先核算运行成本

Evidence / language cue: 环保的想法值得支持；还需要把每个环节的成本算清楚

  1. 只要环保就不必考虑成本 — The contrast after “but” explicitly calls for considering costs.
  2. 已经决定永久放弃 — The owner is adjusting and observing, not abandoning the scheme.
  3. 支持目标，但先核算运行成本 — He supports the aim while checking whether the operating costs are sustainable.
  4. 认为箱子损坏是唯一问题 — Damage is low; collection, cleaning and transport also require evaluation.

Choosing a course applicant

Part 1 · L10–L12

Transcript and English meaning

摄影课程临时空出一个名额，工作人员按候补顺序联系学员。排在最前面的小许很想参加，却发现最后两次课与工作出差冲突。他问能否只听前面的课，老师说，这门课的重点是完成一个连续项目，最后的修改讨论不能缺少。小许因此决定等下一期，并请工作人员把机会留给能全程参加的人。老师同时把免费的基础练习发给他，建议他先练习观察光线。

A photography course has one last-minute place, so staff contact the waiting list in order. Xiao Xu is first but will be away for work during the final two lessons. He asks to attend only the earlier classes. The teacher explains that the course centres on a continuous project and the final revision discussions are essential. Xiao Xu waits for the next course, leaving the place for someone who can attend throughout. The teacher sends him free basic exercises on observing light.

L10. 小许为什么没有接受这次名额？
Answer, evidence and every option explained

Answer: A. 他不能参加最后两次课

Evidence / language cue: 最后两次课与工作出差冲突；最后的修改讨论不能缺少

  1. 他不能参加最后两次课 — His work trip conflicts with essential final sessions, so he waits for the next course.
  2. 工作人员优先把名额给了其他人 — Staff contact Xiao Xu first in waiting-list order; he chooses to wait.
  3. 他认为所有基础练习都没有价值 — He receives basic exercises without expressing that they are worthless.
  4. 老师允许只听前面的课 — The teacher says the final revisions are essential rather than permitting partial attendance.
L11. 老师认为最后的讨论有什么作用？
Answer, evidence and every option explained

Answer: B. 是连续项目不可缺少的修改环节

Evidence / language cue: 重点是完成一个连续项目，最后的修改讨论不能缺少

  1. 是可自由选择参加的附加活动 — The phrase “essential” rules out an optional extra activity.
  2. 是连续项目不可缺少的修改环节 — Revision discussion is an essential part of the continuous project.
  3. 可以完全代替前面的课 — The importance of the final discussion does not make earlier classes unnecessary.
  4. 只用于发放免费的基础练习 — The free exercises help Xiao Xu prepare while waiting; they are not the purpose of the final discussions.
L12. 等待下一期期间，小许得到什么建议？
Answer, evidence and every option explained

Answer: C. 提前练习观察光线

Evidence / language cue: 把免费的基础练习发给他，建议他先练习观察光线

  1. 先独立完成课程最后的修改项目 — The teacher assigns basic observation, not early completion of the final project.
  2. 只阅读相机说明，不做观察练习 — The suggestion is to observe light, not merely read an equipment manual.
  3. 提前练习观察光线 — The teacher specifically suggests practising observation of light.
  4. 下期直接参加最后两次讨论 — There is no permission to skip the earlier sessions of the next course.

Keeping a community room open

Part 1 · L13–L15

Transcript and English meaning

社区活动室以前只在白天开放。居民提出下班后也需要使用，于是管理人员试行晚上开放到九点。试行第一周，有邻居反映走廊里说话声较大。管理人员没有立即取消晚间开放，而是在门口贴出安静离开的提醒，并把聊天区域移到远离住宅的一侧。两周后将再次征求附近居民的意见，再决定是否保留这个时段。活动室内的预约规则暂时不变。

Residents ask to use a community room after work, so it trials opening until nine in the evening. During the first week, neighbours report loud conversation in the corridor. Managers keep the trial, add reminders to leave quietly and move the chatting area away from homes. They will ask nearby residents again after two weeks before deciding whether to retain evening hours. Booking rules remain unchanged for now.

L13. 晚间开放最初是为了满足什么需要？
Answer, evidence and every option explained

Answer: C. 让居民下班后使用活动室

Evidence / language cue: 居民提出下班后也需要使用

  1. 减少白天的预约人数 — Reducing daytime bookings is not the stated aim.
  2. 解决白天聊天区域噪声过大的问题 — The noise complaint arises after evening opening begins, so it is not the initial reason.
  3. 让居民下班后使用活动室 — Residents want access after work, which motivates the trial.
  4. 用晚间活动替代所有白天活动 — Evening hours are added, not substituted for all daytime activities.
L14. 管理人员收到噪声意见后做了什么？
Answer, evidence and every option explained

Answer: B. 提醒安静离开并调整聊天区域

Evidence / language cue: 贴出安静离开的提醒，并把聊天区域移到远离住宅的一侧

  1. 把晚间预约全部改到白天 — All bookings are not moved to daytime; booking rules remain unchanged.
  2. 提醒安静离开并调整聊天区域 — The reminder and relocated chatting area address the noise complaint.
  3. 把晚间开放时间继续延长 — Managers adjust the noise arrangements and location, not the opening hours.
  4. 只减少活动室内的预约名额 — The stated measures are a quiet-exit reminder and relocated chatting area, not just reduced capacity.
L15. 能否保留晚间开放时段还取决于什么？
Answer, evidence and every option explained

Answer: A. 两周后附近居民的反馈

Evidence / language cue: 两周后将再次征求附近居民的意见，再决定是否保留这个时段

  1. 两周后附近居民的反馈 — Managers will consider nearby residents’ feedback after two weeks before deciding.
  2. 只看提醒有没有张贴，不再询问居民 — The reminder is already posted, yet further resident feedback is still planned.
  3. 原来的预约规则是否已经全部改完 — Booking rules remain unchanged; a complete revision is not a prerequisite.
  4. 下班后的使用需求是否从未出现 — After-work demand already exists; the later decision depends on feedback from the trial.

Editing an oral history

Part 1 · L16–L17

Transcript and English meaning

小周整理老街居民的口述记录时，发现两位受访者说的搬家年份不一样。他原想选一个听起来更合理的年份写进文章，指导老师却建议先查当年的街道通知和照片。如果仍无法确定，就在文中说明存在不同回忆，不能为了让故事流畅而把差异删掉。采访录音也要保留，方便以后核对。小周意识到，整理口述历史不仅是讲一个好故事，还要让读者看见材料的来源和局限。

While editing residents’ oral histories, Xiao Zhou finds conflicting recollections of a moving year. Rather than simply choosing the year that sounds more plausible, his teacher advises checking contemporary notices and photographs. If it remains unresolved, the article should disclose the differing memories instead of smoothing them away. Recordings should be retained for checking. Xiao Zhou learns that oral history needs transparent sources and limitations, as well as a good story.

L16. 如果查证后仍不能确定搬家年份，应该怎么写？
Answer, evidence and every option explained

Answer: C. 说明回忆不同，保留这一不确定性

Evidence / language cue: 如果仍无法确定，就在文中说明存在不同回忆

  1. 任选一个年份，不提差异 — Choosing arbitrarily would hide the unresolved disagreement.
  2. 把两位受访者的话都说成错误 — Conflicting recollections do not prove both people wrong.
  3. 说明回忆不同，保留这一不确定性 — Disclosing the differing memories preserves the unresolved uncertainty.
  4. 完全删去材料来源 — Sources should be transparent, not removed.
L17. 保留采访录音的主要目的是什么？
Answer, evidence and every option explained

Answer: B. 方便以后核对材料

Evidence / language cue: 采访录音也要保留，方便以后核对

  1. 让整理者可以省去全部查证 — The recording supports verification; it does not remove the need to verify.
  2. 方便以后核对材料 — The recordings provide material for later checking.
  3. 替代所有街道通知 — Recordings supplement other sources; they do not replace every notice.
  4. 保证不同受访者以后一定意见一致 — A recording preserves accounts but cannot guarantee that future recollections will agree.

Interpreting a bicycle-parking trial

Part 1 · L18–L19

Transcript and English meaning

办公楼门口新增了带雨棚的自行车位。试行两周后，骑车上班的人明显增加，有人就认为雨棚一定能改变所有员工的出行习惯。项目负责人提醒，这两周恰好天气凉爽，而且附近道路正在维修，开车不方便。要判断雨棚的实际影响，还需要记录更长时间，并比较其他出行条件。她赞成继续保留车位，但反对把短期变化全部归因于同一个措施。

Covered bicycle parking is added outside an office building, and cycling rises during a two-week trial. Some conclude that the shelter must change everyone’s commuting habits. The project lead notes that the weather was mild and nearby roadworks made driving inconvenient. A longer observation period and comparison of other travel conditions are needed. She supports keeping the spaces but rejects attributing every short-term change to this one measure.

L18. 负责人为什么认为暂时不能确定雨棚的实际影响？
Answer, evidence and every option explained

Answer: B. 其他条件也可能造成骑车人数增加

Evidence / language cue: 天气凉爽；附近道路正在维修，开车不方便；比较其他出行条件

  1. 还没有任何骑车人数变化的记录 — A two-week increase has been observed; the uncertainty concerns its cause.
  2. 其他条件也可能造成骑车人数增加 — Weather and roadworks are alternative influences that must be considered.
  3. 负责人已经证明天气没有任何影响 — Weather is raised as another possible influence, not shown to have none.
  4. 两周记录足以代表全年所有季节 — The call for longer observation rejects treating two weeks as representative of all conditions.
L19. 负责人赞成哪种做法？
Answer, evidence and every option explained

Answer: D. 保留车位，并继续观察比较

Evidence / language cue: 赞成继续保留车位；还需要记录更长时间，并比较其他出行条件

  1. 立刻拆掉全部车位 — She explicitly supports keeping the parking.
  2. 只记录最初两周的情况 — She asks for longer observation, not only the first two weeks.
  3. 直接宣布所有员工改变习惯 — The short trial cannot establish a change for every employee.
  4. 保留车位，并继续观察比较 — Keeping the facility is compatible with continuing a careful evaluation.

Designing a touchable exhibition

Part 2 · L20–L23

Transcript and English meaning

展览设计师陈女士原本打算用模型复制一整条老街，供观众触摸。第一次试用时，几位体验者说，模型细节太多，反而难以理解道路和建筑的关系。团队于是把模型拆成三个区域，每个区域只保留主要道路和代表性建筑，并加上可以重复播放的简短说明。陈女士说，减少细节不是降低内容质量，而是让重点更容易被发现。正式开放前，他们还会邀请没有参与过设计的人试用，观察这些说明能否帮助第一次来的观众独立理解。

Exhibition designer Ms Chen initially plans a touchable model of an entire old street. Test participants find the many details obscure relationships between roads and buildings. The team divides it into three areas, retaining main roads and representative buildings, with short repeatable explanations. She sees simplification as making key information easier to find. Before opening, people unfamiliar with the design will test whether first-time visitors can understand it independently.

L20. 第一次试用发现了什么问题？
Answer, evidence and every option explained

Answer: A. 细节太多，妨碍理解空间关系

Evidence / language cue: 模型细节太多，反而难以理解道路和建筑的关系

  1. 细节太多，妨碍理解空间关系 — Excess detail obscures the relationship between roads and buildings.
  2. 区域划分过少，导致所有道路消失 — Roads have not disappeared; later subdivision helps comprehension rather than restores missing roads.
  3. 重复播放的说明内容已经相互矛盾 — Short explanations are added later; no contradiction between them is reported.
  4. 体验者已经独立理解，不再需要修改 — The first feedback identifies comprehension problems, prompting revisions.
L21. 团队怎样修改模型？
Answer, evidence and every option explained

Answer: B. 按区域简化，并增加简短说明

Evidence / language cue: 拆成三个区域；只保留主要道路和代表性建筑；加上可以重复播放的简短说明

  1. 移除全部道路，只保留建筑名称 — Main roads are retained, not all removed.
  2. 按区域简化，并增加简短说明 — Dividing the model, retaining key features and adding explanations address the problem.
  3. 保持所有细节，只把说明变得更长 — The model is simplified and explanations are short, not all details retained with longer explanations.
  4. 增加所有房屋内部的细节 — Adding interior detail runs against the stated simplification.
L22. 陈女士如何看待减少细节？
Answer, evidence and every option explained

Answer: C. 有助于观众发现重点

Evidence / language cue: 减少细节不是降低内容质量，而是让重点更容易被发现

  1. 等于放弃内容质量 — She explicitly rejects equating simplification with poorer content.
  2. 只要模型简单就不需要说明 — The team adds explanations alongside simplification, rather than treating simplicity as a substitute.
  3. 有助于观众发现重点 — Simplification is intended to make key information clearer.
  4. 意味着不再需要试用 — Another test is planned before opening.
L23. 为什么还要邀请没有参与设计的人试用？
Answer, evidence and every option explained

Answer: D. 检查首次接触者能否独立理解

Evidence / language cue: 观察这些说明能否帮助第一次来的观众独立理解

  1. 只请他们确认设计团队原先的判断 — The test observes actual understanding rather than merely seeking agreement with the designers.
  2. 保证他们事先熟悉每个细节 — Their unfamiliarity is useful because prior knowledge would affect the test.
  3. 只比较模型外观是否更受欢迎 — The focus is independent understanding, not simply preference for the model’s appearance.
  4. 检查首次接触者能否独立理解 — Unfamiliar testers help assess whether a first-time visitor can understand independently.

Comparing two translations

Part 2 · L24–L27

Transcript and English meaning

读书会准备讨论同一篇外国短篇小说的两个中文译本。主持人没有让大家先选哪个译本更好，而是请每人找出一处表达不同的地方，说明这种差别怎样影响自己对人物的理解。有位成员担心自己不懂原文，无法参加。主持人说，判断是否忠实于原文需要相应的语言能力，但读者仍可以描述中文表达带来的阅读感受。讨论记录会把这两类判断分开，不把个人喜欢的说法直接当成翻译正确的证据。

A book club compares two Chinese translations of a foreign short story. Instead of immediately ranking them, the host asks members to select a difference in wording and explain how it affects their understanding of a character. A member who cannot read the original worries about participating. The host distinguishes fidelity judgments, which require the relevant language ability, from readers’ responses to the Chinese text. Their notes will keep those judgments separate: personal preference alone does not prove translation accuracy.

L24. 主持人要求成员先做什么？
Answer, evidence and every option explained

Answer: B. 找一处表达差异并说明影响

Evidence / language cue: 找出一处表达不同的地方，说明这种差别怎样影响自己对人物的理解

  1. 给两个译本排出总名次 — The host postpones a global ranking in favour of concrete wording.
  2. 找一处表达差异并说明影响 — Members first connect a specific wording difference to their interpretation of a character.
  3. 在讨论前先证明自己懂原文 — Members may discuss their reading response without first proving knowledge of the original language.
  4. 只凭译本受欢迎程度判断人物形象 — The host asks for analysis of specific wording, not popularity-based character judgments.
L25. 不懂原文的成员仍可参与哪种讨论？
Answer, evidence and every option explained

Answer: C. 描述中文表达带来的感受

Evidence / language cue: 读者仍可以描述中文表达带来的阅读感受

  1. 证明所有译文都完全忠实 — Without the original, they cannot establish complete fidelity.
  2. 替作者确定原本的意图 — The host does not invite readers to determine the author’s intention without evidence.
  3. 描述中文表达带来的感受 — They can describe their response to the Chinese wording even without reading the original.
  4. 认定另一种语言没有相同词语 — Claims about vocabulary in the other language also require relevant knowledge.
L26. 判断译文是否忠实于原文，需要什么？
Answer, evidence and every option explained

Answer: A. 相关语言能力

Evidence / language cue: 判断是否忠实于原文需要相应的语言能力

  1. 相关语言能力 — Assessing fidelity requires the language ability to compare source and translation.
  2. 只要能描述自己的阅读感受 — A reader response is distinct from evidence about fidelity to the original.
  3. 每个人都喜欢同一个译本 — Agreement in preferences is not evidence of fidelity.
  4. 只看中文表达是否流畅 — Fluency can affect the reading experience but cannot alone establish fidelity.
L27. 讨论记录为什么要区分两类判断？
Answer, evidence and every option explained

Answer: D. 避免把个人偏好当成准确性的证据

Evidence / language cue: 不把个人喜欢的说法直接当成翻译正确的证据

  1. 为了禁止成员表达喜好 — Personal reading responses are still welcome.
  2. 为了证明旧译本一定更好 — Age of a translation is not treated as a quality criterion.
  3. 为了删掉所有不同意见 — Separating judgment types does not mean deleting disagreement.
  4. 避免把个人偏好当成准确性的证据 — Preference for an expression and evidence of its accuracy are distinct judgments.

Using a soil sensor carefully

Part 2 · L28–L31

Transcript and English meaning

农场在一块菜地试装了土壤湿度传感器。设备显示缺水时，工人并没有马上开水，而是先到现场查看。原来传感器附近的土较松，水流得快，其他位置仍然湿润。技术员把设备移到更有代表性的位置，并建议同时记录降雨和浇水情况。农场负责人说，设备可以提醒大家注意变化，但不能用一个位置的数字代替整块地的检查。接下来一个月，工人会把读数与现场记录一起比较，再决定是否在其他菜地安装。

A farm trials a soil-moisture sensor in one vegetable plot. When it indicates dryness, workers inspect before watering. Loose soil near the sensor drains quickly while other areas remain moist. A technician moves it to a more representative location and recommends recording rainfall and watering. The manager treats the device as a useful alert, not a substitute for checking the whole plot. Workers will compare readings with field notes for a month before deciding on further installations.

L28. 设备显示缺水后，工人首先做了什么？
Answer, evidence and every option explained

Answer: C. 到现场查看实际情况

Evidence / language cue: 工人并没有马上开水，而是先到现场查看

  1. 立即给所有菜地浇水 — They explicitly do not water immediately, let alone water every plot.
  2. 先把设备移到最干燥的位置 — Inspection comes first; the later move is to a representative location, not necessarily the driest.
  3. 到现场查看实际情况 — The field inspection reveals that other locations differ from the sensor site.
  4. 只按上个月的浇水记录处理 — They inspect current conditions rather than rely only on an earlier watering record.
L29. 读数为什么不能代表整块菜地？
Answer, evidence and every option explained

Answer: A. 其他位置的土壤仍湿润

Evidence / language cue: 传感器附近的土较松，水流得快，其他位置仍然湿润

  1. 其他位置的土壤仍湿润 — The sensor’s fast-draining location differs from other, still-moist areas.
  2. 工人从来不查看设备 — Workers have checked the reading and inspected the field.
  3. 传感器只会显示温度 — This is a moisture sensor, not a temperature-only device.
  4. 农场已经没有蔬菜 — The explanation concerns soil variation, not the absence of vegetables.
L30. 负责人认为设备适合发挥什么作用？
Answer, evidence and every option explained

Answer: B. 提醒变化，再结合现场检查

Evidence / language cue: 设备可以提醒大家注意变化，但不能用一个位置的数字代替整块地的检查

  1. 永久代替工人的判断 — A single reading is explicitly not a replacement for inspecting the plot.
  2. 提醒变化，再结合现场检查 — Readings provide alerts that need to be combined with field checks.
  3. 只在下雨时才有参考价值 — Rainfall records inform comparison; they do not restrict the device’s value to rainy days.
  4. 保证每次读数都适用于所有位置 — Variation across the plot rules out that guarantee.
L31. 决定是否增加安装之前，农场准备怎么做？
Answer, evidence and every option explained

Answer: D. 比较一个月的读数与现场记录

Evidence / language cue: 接下来一个月，工人会把读数与现场记录一起比较，再决定

  1. 只比较不同设备的购买价格 — The planned comparison is between readings and field conditions, not purchase prices alone.
  2. 只用第一天的读数推算整个月 — They plan a month of observations, not extrapolation from a single day.
  3. 删去雨天记录，以免影响结论 — Rainfall is recorded to interpret readings, not removed because it affects the conclusion.
  4. 比较一个月的读数与现场记录 — They will compare readings and field observations over a month before expanding.

Improving a community booking service

Part 2 · L32–L35

Transcript and English meaning

社区服务中心准备推出手机预约功能。试用时，一些居民说操作方便，也有人担心不会使用手机就失去办事机会。负责人决定保留电话和现场预约，并让三种方式使用同一份名额记录，避免重复安排。设计人员原想要求每个预约者填写完整家庭信息，工作人员指出，普通咨询只需要姓名和联系方式，收集更多信息并不能解决排队问题。正式推出前，中心会检查取消预约后名额能否及时释放，以及不用手机的居民是否也能顺利预约。

A community centre trials mobile booking. Some residents find it convenient, while others worry that people unable to use a phone will lose access. The centre retains telephone and in-person booking, with a shared capacity record to prevent double-booking. Staff reject unnecessary full household details for an ordinary consultation, which only needs a name and contact information. Before launch, they will test whether cancellations release places promptly and whether residents without mobile access can book successfully.

L32. 负责人为什么保留电话和现场预约？
Answer, evidence and every option explained

Answer: A. 让不会用手机的居民也能办理

Evidence / language cue: 有人担心不会使用手机就失去办事机会；决定保留电话和现场预约

  1. 让不会用手机的居民也能办理 — Other channels preserve access for residents who cannot use mobile booking.
  2. 让电话预约取代所有手机预约 — Mobile booking is still launching alongside the other channels.
  3. 让所有居民都只在现场预约 — Several channels remain available, rather than forcing everyone to book in person.
  4. 给每种渠道都重复分配同一批名额 — The shared capacity record is specifically intended to prevent duplicate allocation.
L33. 三种预约方式共用一份名额记录有什么目的？
Answer, evidence and every option explained

Answer: C. 避免重复安排同一名额

Evidence / language cue: 使用同一份名额记录，避免重复安排

  1. 保证手机用户永远先获得名额 — No priority is granted to mobile users; the shared record prevents overlap.
  2. 使取消的预约仍占用名额 — A later check ensures cancelled bookings release places, rather than continue occupying them.
  3. 避免重复安排同一名额 — A shared capacity record prevents different channels from allocating the same place.
  4. 统计居民全部家庭信息 — Capacity tracking is distinct from collecting full household details.
L34. 工作人员为什么反对普通咨询收集完整家庭信息？
Answer, evidence and every option explained

Answer: D. 因为这些额外信息无助于解决排队问题

Evidence / language cue: 普通咨询只需要姓名和联系方式，收集更多信息并不能解决排队问题

  1. 因为所有联系方式都不必要 — Contact information is retained as necessary, not all rejected.
  2. 因为姓名不能用于预约 — A name is one of the stated requirements.
  3. 因为排队只能靠增加信息解决 — The recording says extra information does not solve the queue, the opposite of this option.
  4. 因为这些额外信息无助于解决排队问题 — The objection concerns extra information beyond what the consultation needs.
L35. 正式推出前还需要检查什么？
Answer, evidence and every option explained

Answer: B. 取消后名额能否释放，以及非手机渠道是否可用

Evidence / language cue: 检查取消预约后名额能否及时释放，以及不用手机的居民是否也能顺利预约

  1. 手机界面方便后能否取消其他渠道 — Other channels are retained and their practical accessibility must be tested, even if the mobile interface is convenient.
  2. 取消后名额能否释放，以及非手机渠道是否可用 — The checks cover both released capacity and working access without a mobile phone.
  3. 是否只统计提交预约的总次数 — The tests concern released capacity and working access, not just the number of submissions.
  4. 是否把完整家庭信息列为必填项目 — Staff have explained that the extra household information is unnecessary for an ordinary consultation.

Reading: 35 original questions

Repair before replacing

Read the complete passage. Choose the word or phrase for each numbered gap; the passage, not an isolated sentence, determines the meaning.

社区开设旧物维修活动后，报名人数很快（R01）了预期。不过，负责人没有立即增加场次，而是先记录每件物品的问题和维修时间。这样做的（R02），是了解志愿者能够承担多少工作。记录显示，有些电器只是零件松动，并不需要完全（R03）。志愿者也向居民解释：维修并非总比买新的便宜，应当根据安全、费用和使用需要作出（R04）。活动的意义不仅在于减少浪费，还在于让居民更（R05）地看待自己的消费习惯。
R01. R01 应填入哪个词？
Answer, evidence and every option explained

Answer: A. 超过

Evidence / language cue: 报名人数；没有立即增加场次

  1. 超过 — 超过预期 means exceeding expectations; the subject is the number of registrations.
  2. 经过 — 经过 describes passing through a place or undergoing a process; it cannot mean exceeding an expectation.
  3. 通过 — 通过 means passing or using a means; 报名人数通过预期 is not a valid comparison.
  4. 错过 — 错过 means missing an opportunity, which is not what a registration count does here.
R02. R02 应填入哪个词？
Answer, evidence and every option explained

Answer: B. 目的

Evidence / language cue: 了解志愿者能够承担多少工作

  1. 方向 — 方向 is direction; the clause explains why records are kept, not where work is heading.
  2. 目的 — 目的 introduces the aim of measuring volunteer capacity, explaining the records.
  3. 距离 — 距离 is distance and cannot identify an intention.
  4. 表面 — 表面 contrasts appearances with reality; no such contrast follows here.
R03. R03 应填入哪个词？
Answer, evidence and every option explained

Answer: C. 更换

Evidence / language cue: 只是零件松动

  1. 联系 — 联系 means contacting or connecting, not replacing a whole appliance.
  2. 表现 — 表现 means displaying or behaving and does not fit an appliance needing repair.
  3. 更换 — A loose part may be repaired without replacing the entire appliance; 完全更换 fits that contrast.
  4. 允许 — 允许 needs an allowed action or participant; it cannot describe replacement here.
R04. R04 应填入哪个词？
Answer, evidence and every option explained

Answer: D. 判断

Evidence / language cue: 根据安全、费用和使用需要

  1. 气氛 — 气氛 is an atmosphere, not a conclusion reached from costs and needs.
  2. 礼貌 — 礼貌 is politeness, not the decision between repair and replacement.
  3. 面积 — 面积 is area and cannot complete 作出 in this decision context.
  4. 判断 — 作出判断 means making a judgment based on the three stated considerations.
R05. R05 应填入哪个词？
Answer, evidence and every option explained

Answer: A. 理性

Evidence / language cue: 根据安全、费用和使用需要作出判断

  1. 理性 — 理性地看待 means considering habits thoughtfully, consistent with weighing costs and needs.
  2. 拥挤 — 拥挤 describes crowding, not how a person evaluates a habit.
  3. 新鲜 — 新鲜 describes freshness or novelty; it does not express careful evaluation here.
  4. 准时 — 准时 describes punctuality, which is unrelated to evaluating consumption habits.

A better museum note

Read the complete passage. Choose the word or phrase for each numbered gap; the passage, not an isolated sentence, determines the meaning.

第一次参观时，小顾几乎把每块说明牌都拍了下来，以为照片越多，记得就越（R06）。回家后他却发现，自己很难解释展品之间的联系。第二次参观前，他只列了三个想了解的问题，并围绕这些问题选择展厅。这种方法（R07）了他停留在每件展品前的时间，也让他更愿意观察细节。他没有把拍照完全（R08），而是先用自己的话写一句理解，再拍下需要核对的资料。离馆后，他把笔记与资料进行（R09），发现并改正了两处误解。对他来说，有效的记录不是把一切都保存下来，（R10）留下能够帮助自己理解和回忆的线索。
R06. R06 应填入哪个词？
Answer, evidence and every option explained

Answer: B. 牢固

Evidence / language cue: 以为照片越多；却发现很难解释

  1. 热闹 — 热闹 means lively, not how securely something is remembered.
  2. 牢固 — 记得牢固 means remembering securely; the next sentence challenges his initial assumption.
  3. 客气 — 客气 describes politeness rather than memory retention.
  4. 平等 — 平等 means equal; it does not fit remembering information more securely.
R07. R07 应填入哪个词？
Answer, evidence and every option explained

Answer: C. 延长

Evidence / language cue: 围绕这些问题选择展厅；观察细节

  1. 拒绝 — 拒绝 takes what is refused, not an amount of time being changed.
  2. 代表 — 代表 means representing and does not describe spending longer on each selected exhibit.
  3. 延长 — 延长停留时间 fits selecting fewer areas and observing more details at each exhibit.
  4. 消失 — 消失 is normally intransitive; it cannot take 他停留…的时间 as an object here.
R08. R08 应填入哪个词？
Answer, evidence and every option explained

Answer: D. 取消

Evidence / language cue: 再拍下需要核对的资料

  1. 批准 — 批准 is approving a request, not deciding whether to stop taking photos.
  2. 尊重 — 尊重 describes respect; it does not contrast with continuing some photography.
  3. 成立 — 成立 cannot take 拍照 as an object in this structure.
  4. 取消 — 没有完全取消 means he still takes some photos, as the later 再拍下 confirms.
R09. R09 应填入哪个词？
Answer, evidence and every option explained

Answer: A. 核对

Evidence / language cue: 发现并改正了两处误解

  1. 核对 — 进行核对 means comparing notes against the materials to check accuracy.
  2. 相似 — 相似 describes resemblance and cannot follow 进行 as the checking action here.
  3. 安静 — 安静 is quietness, not an action on notes and reference material.
  4. 适合 — 适合 describes suitability and cannot mean comparing two records for mistakes.
R10. R10 应填入哪个词？
Answer, evidence and every option explained

Answer: B. 而是

Evidence / language cue: 不是把一切都保存下来

  1. 即使 — 即使 introduces a concession, but this sentence corrects what effective recording means.
  2. 而是 — 不是…而是… replaces the rejected definition with a more useful one.
  3. 除非 — 除非 introduces an exception or condition, not a replacement definition.
  4. 既然 — 既然 introduces an accepted reason and needs a consequence, not this correction.

Paragraph order A: a repair day

Put all five paragraphs in a coherent order. Select a letter for each position using the dropdowns; use each paragraph once. The controls work with a keyboard and do not require dragging.

  1. 不过，想法提出后，大家很快遇到了困难：愿意帮忙的人不少，却没有足够的工具。没有工具，这个计划就无法开始。
  2. 工具准备好以后，第一次维修日终于开始了。志愿者先检查居民带来的物品，再把能安全处理的任务分给有相关经验的人。
  3. 小区里经常有人因为一处小损坏就扔掉整件物品。为了减少这种浪费，几位居民提议每周组织一次免费的维修日。
  4. 一个月后，大家回顾了前四次活动的记录。虽然不是每件物品都修好了，但居民学会了先了解损坏原因，再决定是否更换。于是，社区决定继续举办。
  5. 为了解决这个问题，组织者向邻居征集闲置工具，并列出仍然缺少的种类。两周后，清单上的工具基本收齐了。
R11. 第 1 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: C. 小区里经常有人因为一处小损坏就扔掉整件物品。为了减少这种浪费，几位居民提议每周组织一次免费的维修日。

Evidence / language cue: 为了减少这种浪费；提议

  1. 不过，想法提出后，大家很快遇到了困难：愿意帮忙的人不少，却没有足够的工具。没有工具，这个计划就无法开始。 — This belongs at position 2, not 1. 不过 responds to the proposal in C. The lack of tools then creates 这个问题, which E solves.
  2. 工具准备好以后，第一次维修日终于开始了。志愿者先检查居民带来的物品，再把能安全处理的任务分给有相关经验的人。 — This belongs at position 4, not 1. 工具准备好以后 needs the collection of tools in E first. The first repair day must precede the month-long review in D.
  3. 小区里经常有人因为一处小损坏就扔掉整件物品。为了减少这种浪费，几位居民提议每周组织一次免费的维修日。 — This fits position 1. This introduces both the waste problem and the original proposal; it supplies 想法 in A without depending on earlier text.
  4. 一个月后，大家回顾了前四次活动的记录。虽然不是每件物品都修好了，但居民学会了先了解损坏原因，再决定是否更换。于是，社区决定继续举办。 — This belongs at position 5, not 1. The review of four completed events depends on B starting the first one. 于是 introduces the resulting decision to continue.
  5. 为了解决这个问题，组织者向邻居征集闲置工具，并列出仍然缺少的种类。两周后，清单上的工具基本收齐了。 — This belongs at position 3, not 1. 这个问题 refers to the missing tools in A. 收齐 supplies the condition for B’s 工具准备好以后.
R12. 第 2 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: A. 不过，想法提出后，大家很快遇到了困难：愿意帮忙的人不少，却没有足够的工具。没有工具，这个计划就无法开始。

Evidence / language cue: 想法提出后；没有足够的工具

  1. 不过，想法提出后，大家很快遇到了困难：愿意帮忙的人不少，却没有足够的工具。没有工具，这个计划就无法开始。 — This fits position 2. 不过 responds to the proposal in C. The lack of tools then creates 这个问题, which E solves.
  2. 工具准备好以后，第一次维修日终于开始了。志愿者先检查居民带来的物品，再把能安全处理的任务分给有相关经验的人。 — This belongs at position 4, not 2. 工具准备好以后 needs the collection of tools in E first. The first repair day must precede the month-long review in D.
  3. 小区里经常有人因为一处小损坏就扔掉整件物品。为了减少这种浪费，几位居民提议每周组织一次免费的维修日。 — This belongs at position 1, not 2. This introduces both the waste problem and the original proposal; it supplies 想法 in A without depending on earlier text.
  4. 一个月后，大家回顾了前四次活动的记录。虽然不是每件物品都修好了，但居民学会了先了解损坏原因，再决定是否更换。于是，社区决定继续举办。 — This belongs at position 5, not 2. The review of four completed events depends on B starting the first one. 于是 introduces the resulting decision to continue.
  5. 为了解决这个问题，组织者向邻居征集闲置工具，并列出仍然缺少的种类。两周后，清单上的工具基本收齐了。 — This belongs at position 3, not 2. 这个问题 refers to the missing tools in A. 收齐 supplies the condition for B’s 工具准备好以后.
R13. 第 3 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: E. 为了解决这个问题，组织者向邻居征集闲置工具，并列出仍然缺少的种类。两周后，清单上的工具基本收齐了。

Evidence / language cue: 为了解决这个问题；工具基本收齐

  1. 不过，想法提出后，大家很快遇到了困难：愿意帮忙的人不少，却没有足够的工具。没有工具，这个计划就无法开始。 — This belongs at position 2, not 3. 不过 responds to the proposal in C. The lack of tools then creates 这个问题, which E solves.
  2. 工具准备好以后，第一次维修日终于开始了。志愿者先检查居民带来的物品，再把能安全处理的任务分给有相关经验的人。 — This belongs at position 4, not 3. 工具准备好以后 needs the collection of tools in E first. The first repair day must precede the month-long review in D.
  3. 小区里经常有人因为一处小损坏就扔掉整件物品。为了减少这种浪费，几位居民提议每周组织一次免费的维修日。 — This belongs at position 1, not 3. This introduces both the waste problem and the original proposal; it supplies 想法 in A without depending on earlier text.
  4. 一个月后，大家回顾了前四次活动的记录。虽然不是每件物品都修好了，但居民学会了先了解损坏原因，再决定是否更换。于是，社区决定继续举办。 — This belongs at position 5, not 3. The review of four completed events depends on B starting the first one. 于是 introduces the resulting decision to continue.
  5. 为了解决这个问题，组织者向邻居征集闲置工具，并列出仍然缺少的种类。两周后，清单上的工具基本收齐了。 — This fits position 3. 这个问题 refers to the missing tools in A. 收齐 supplies the condition for B’s 工具准备好以后.
R14. 第 4 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: B. 工具准备好以后，第一次维修日终于开始了。志愿者先检查居民带来的物品，再把能安全处理的任务分给有相关经验的人。

Evidence / language cue: 工具准备好以后；第一次维修日

  1. 不过，想法提出后，大家很快遇到了困难：愿意帮忙的人不少，却没有足够的工具。没有工具，这个计划就无法开始。 — This belongs at position 2, not 4. 不过 responds to the proposal in C. The lack of tools then creates 这个问题, which E solves.
  2. 工具准备好以后，第一次维修日终于开始了。志愿者先检查居民带来的物品，再把能安全处理的任务分给有相关经验的人。 — This fits position 4. 工具准备好以后 needs the collection of tools in E first. The first repair day must precede the month-long review in D.
  3. 小区里经常有人因为一处小损坏就扔掉整件物品。为了减少这种浪费，几位居民提议每周组织一次免费的维修日。 — This belongs at position 1, not 4. This introduces both the waste problem and the original proposal; it supplies 想法 in A without depending on earlier text.
  4. 一个月后，大家回顾了前四次活动的记录。虽然不是每件物品都修好了，但居民学会了先了解损坏原因，再决定是否更换。于是，社区决定继续举办。 — This belongs at position 5, not 4. The review of four completed events depends on B starting the first one. 于是 introduces the resulting decision to continue.
  5. 为了解决这个问题，组织者向邻居征集闲置工具，并列出仍然缺少的种类。两周后，清单上的工具基本收齐了。 — This belongs at position 3, not 4. 这个问题 refers to the missing tools in A. 收齐 supplies the condition for B’s 工具准备好以后.
R15. 第 5 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: D. 一个月后，大家回顾了前四次活动的记录。虽然不是每件物品都修好了，但居民学会了先了解损坏原因，再决定是否更换。于是，社区决定继续举办。

Evidence / language cue: 一个月后；前四次；决定继续

  1. 不过，想法提出后，大家很快遇到了困难：愿意帮忙的人不少，却没有足够的工具。没有工具，这个计划就无法开始。 — This belongs at position 2, not 5. 不过 responds to the proposal in C. The lack of tools then creates 这个问题, which E solves.
  2. 工具准备好以后，第一次维修日终于开始了。志愿者先检查居民带来的物品，再把能安全处理的任务分给有相关经验的人。 — This belongs at position 4, not 5. 工具准备好以后 needs the collection of tools in E first. The first repair day must precede the month-long review in D.
  3. 小区里经常有人因为一处小损坏就扔掉整件物品。为了减少这种浪费，几位居民提议每周组织一次免费的维修日。 — This belongs at position 1, not 5. This introduces both the waste problem and the original proposal; it supplies 想法 in A without depending on earlier text.
  4. 一个月后，大家回顾了前四次活动的记录。虽然不是每件物品都修好了，但居民学会了先了解损坏原因，再决定是否更换。于是，社区决定继续举办。 — This fits position 5. The review of four completed events depends on B starting the first one. 于是 introduces the resulting decision to continue.
  5. 为了解决这个问题，组织者向邻居征集闲置工具，并列出仍然缺少的种类。两周后，清单上的工具基本收齐了。 — This belongs at position 3, not 5. 这个问题 refers to the missing tools in A. 收齐 supplies the condition for B’s 工具准备好以后.

Paragraph order B: making signs clearer

Put all five paragraphs in a coherent order. Select a letter for each position using the dropdowns; use each paragraph once. The controls work with a keyboard and do not require dragging.

  1. 按照这个建议，工作人员先在入口设置了一张简单的楼层图，并把借阅区和阅读区的标志换成了两种不同颜色。
  2. 新图书馆开放后的第一周，服务台每天都有人问同样的问题：借阅区和阅读区到底分别在哪一层？馆长和工作人员决定先弄清问题出在哪里。
  3. 这次调整使工作人员意识到，解释次数多并不一定表示读者不认真；也可能是信息没有放在容易发现和理解的位置。
  4. 他们请几位第一次到馆的读者说出寻找过程。读者普遍反映，原来的指示牌颜色和大小都相同，而且入口没有楼层图，建议先改进这些信息。
  5. 新标志使用两周后，同类询问明显减少。工作人员没有因此停止观察，而是继续记录仍然让读者困惑的地方，作为下一次调整的依据。
R16. 第 1 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: B. 新图书馆开放后的第一周，服务台每天都有人问同样的问题：借阅区和阅读区到底分别在哪一层？馆长和工作人员决定先弄清问题出在哪里。

Evidence / language cue: 开放后的第一周；先弄清问题

  1. 按照这个建议，工作人员先在入口设置了一张简单的楼层图，并把借阅区和阅读区的标志换成了两种不同颜色。 — This belongs at position 3, not 1. 这个建议 refers to the readers’ feedback in D. The new map and colors must exist before E evaluates 新标志.
  2. 新图书馆开放后的第一周，服务台每天都有人问同样的问题：借阅区和阅读区到底分别在哪一层？馆长和工作人员决定先弄清问题出在哪里。 — This fits position 1. This first introduces the repeated question and the manager’s decision to investigate. It sets up the investigation in D.
  3. 这次调整使工作人员意识到，解释次数多并不一定表示读者不认真；也可能是信息没有放在容易发现和理解的位置。 — This belongs at position 5, not 1. 这次调整 refers back to the changes and observed outcome in A and E. Its broader lesson closes the account rather than introducing the problem.
  4. 他们请几位第一次到馆的读者说出寻找过程。读者普遍反映，原来的指示牌颜色和大小都相同，而且入口没有楼层图，建议先改进这些信息。 — This belongs at position 2, not 1. 他们 carries forward the library staff’s investigation from B. The specific suggestion prepares A’s 按照这个建议.
  5. 新标志使用两周后，同类询问明显减少。工作人员没有因此停止观察，而是继续记录仍然让读者困惑的地方，作为下一次调整的依据。 — This belongs at position 4, not 1. 新标志 is the result of A’s changes. A two-week observation supplies evidence for the final reflection in C.
R17. 第 2 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: D. 他们请几位第一次到馆的读者说出寻找过程。读者普遍反映，原来的指示牌颜色和大小都相同，而且入口没有楼层图，建议先改进这些信息。

Evidence / language cue: 请几位第一次到馆的读者；建议

  1. 按照这个建议，工作人员先在入口设置了一张简单的楼层图，并把借阅区和阅读区的标志换成了两种不同颜色。 — This belongs at position 3, not 2. 这个建议 refers to the readers’ feedback in D. The new map and colors must exist before E evaluates 新标志.
  2. 新图书馆开放后的第一周，服务台每天都有人问同样的问题：借阅区和阅读区到底分别在哪一层？馆长和工作人员决定先弄清问题出在哪里。 — This belongs at position 1, not 2. This first introduces the repeated question and the manager’s decision to investigate. It sets up the investigation in D.
  3. 这次调整使工作人员意识到，解释次数多并不一定表示读者不认真；也可能是信息没有放在容易发现和理解的位置。 — This belongs at position 5, not 2. 这次调整 refers back to the changes and observed outcome in A and E. Its broader lesson closes the account rather than introducing the problem.
  4. 他们请几位第一次到馆的读者说出寻找过程。读者普遍反映，原来的指示牌颜色和大小都相同，而且入口没有楼层图，建议先改进这些信息。 — This fits position 2. 他们 carries forward the library staff’s investigation from B. The specific suggestion prepares A’s 按照这个建议.
  5. 新标志使用两周后，同类询问明显减少。工作人员没有因此停止观察，而是继续记录仍然让读者困惑的地方，作为下一次调整的依据。 — This belongs at position 4, not 2. 新标志 is the result of A’s changes. A two-week observation supplies evidence for the final reflection in C.
R18. 第 3 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: A. 按照这个建议，工作人员先在入口设置了一张简单的楼层图，并把借阅区和阅读区的标志换成了两种不同颜色。

Evidence / language cue: 按照这个建议；楼层图；两种不同颜色

  1. 按照这个建议，工作人员先在入口设置了一张简单的楼层图，并把借阅区和阅读区的标志换成了两种不同颜色。 — This fits position 3. 这个建议 refers to the readers’ feedback in D. The new map and colors must exist before E evaluates 新标志.
  2. 新图书馆开放后的第一周，服务台每天都有人问同样的问题：借阅区和阅读区到底分别在哪一层？馆长和工作人员决定先弄清问题出在哪里。 — This belongs at position 1, not 3. This first introduces the repeated question and the manager’s decision to investigate. It sets up the investigation in D.
  3. 这次调整使工作人员意识到，解释次数多并不一定表示读者不认真；也可能是信息没有放在容易发现和理解的位置。 — This belongs at position 5, not 3. 这次调整 refers back to the changes and observed outcome in A and E. Its broader lesson closes the account rather than introducing the problem.
  4. 他们请几位第一次到馆的读者说出寻找过程。读者普遍反映，原来的指示牌颜色和大小都相同，而且入口没有楼层图，建议先改进这些信息。 — This belongs at position 2, not 3. 他们 carries forward the library staff’s investigation from B. The specific suggestion prepares A’s 按照这个建议.
  5. 新标志使用两周后，同类询问明显减少。工作人员没有因此停止观察，而是继续记录仍然让读者困惑的地方，作为下一次调整的依据。 — This belongs at position 4, not 3. 新标志 is the result of A’s changes. A two-week observation supplies evidence for the final reflection in C.
R19. 第 4 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: E. 新标志使用两周后，同类询问明显减少。工作人员没有因此停止观察，而是继续记录仍然让读者困惑的地方，作为下一次调整的依据。

Evidence / language cue: 新标志使用两周后；同类询问明显减少

  1. 按照这个建议，工作人员先在入口设置了一张简单的楼层图，并把借阅区和阅读区的标志换成了两种不同颜色。 — This belongs at position 3, not 4. 这个建议 refers to the readers’ feedback in D. The new map and colors must exist before E evaluates 新标志.
  2. 新图书馆开放后的第一周，服务台每天都有人问同样的问题：借阅区和阅读区到底分别在哪一层？馆长和工作人员决定先弄清问题出在哪里。 — This belongs at position 1, not 4. This first introduces the repeated question and the manager’s decision to investigate. It sets up the investigation in D.
  3. 这次调整使工作人员意识到，解释次数多并不一定表示读者不认真；也可能是信息没有放在容易发现和理解的位置。 — This belongs at position 5, not 4. 这次调整 refers back to the changes and observed outcome in A and E. Its broader lesson closes the account rather than introducing the problem.
  4. 他们请几位第一次到馆的读者说出寻找过程。读者普遍反映，原来的指示牌颜色和大小都相同，而且入口没有楼层图，建议先改进这些信息。 — This belongs at position 2, not 4. 他们 carries forward the library staff’s investigation from B. The specific suggestion prepares A’s 按照这个建议.
  5. 新标志使用两周后，同类询问明显减少。工作人员没有因此停止观察，而是继续记录仍然让读者困惑的地方，作为下一次调整的依据。 — This fits position 4. 新标志 is the result of A’s changes. A two-week observation supplies evidence for the final reflection in C.
R20. 第 5 个位置应该放哪一段？
Answer, evidence and every option explained

Answer: C. 这次调整使工作人员意识到，解释次数多并不一定表示读者不认真；也可能是信息没有放在容易发现和理解的位置。

Evidence / language cue: 这次调整使工作人员意识到

  1. 按照这个建议，工作人员先在入口设置了一张简单的楼层图，并把借阅区和阅读区的标志换成了两种不同颜色。 — This belongs at position 3, not 5. 这个建议 refers to the readers’ feedback in D. The new map and colors must exist before E evaluates 新标志.
  2. 新图书馆开放后的第一周，服务台每天都有人问同样的问题：借阅区和阅读区到底分别在哪一层？馆长和工作人员决定先弄清问题出在哪里。 — This belongs at position 1, not 5. This first introduces the repeated question and the manager’s decision to investigate. It sets up the investigation in D.
  3. 这次调整使工作人员意识到，解释次数多并不一定表示读者不认真；也可能是信息没有放在容易发现和理解的位置。 — This fits position 5. 这次调整 refers back to the changes and observed outcome in A and E. Its broader lesson closes the account rather than introducing the problem.
  4. 他们请几位第一次到馆的读者说出寻找过程。读者普遍反映，原来的指示牌颜色和大小都相同，而且入口没有楼层图，建议先改进这些信息。 — This belongs at position 2, not 5. 他们 carries forward the library staff’s investigation from B. The specific suggestion prepares A’s 按照这个建议.
  5. 新标志使用两周后，同类询问明显减少。工作人员没有因此停止观察，而是继续记录仍然让读者困惑的地方，作为下一次调整的依据。 — This belongs at position 4, not 5. 新标志 is the result of A’s changes. A two-week observation supplies evidence for the final reflection in C.

A café changes its rules

Read the passage and choose the answer supported by it. Separate the writer’s evidence from stronger claims not made in the text.

一家咖啡馆曾允许顾客购买一杯饮料后无限时使用座位。周末人多时，一些想简单休息的顾客找不到位置，而长时间学习的顾客也常因环境嘈杂而不满。店主试行了一个月的新规则：工作日仍不限时，周末下午的座位每次使用不超过两小时，并提供可提前预约的小型自习区。试行结束后，营业额没有明显变化，但关于找不到座位的投诉减少了。店主表示，这个结果值得继续观察，不能仅凭一个月的数据判断所有问题都解决了。
R21. 新规则主要试图协调什么？
Answer, evidence and every option explained

Answer: C. 不同顾客的座位使用需求

Evidence / language cue: 简单休息；长时间学习；座位每次使用不超过两小时

  1. 饮料冷热之间的区别 — Drink temperature is not presented as the conflict.
  2. 店员与供应商的价格 — Suppliers and wholesale prices are not discussed.
  3. 不同顾客的座位使用需求 — Short visits and long study sessions need different seating conditions; the rule separates times and spaces.
  4. 顾客喜欢哪一种音乐 — Noise is mentioned, but there is no discussion of musical preferences.
R22. 根据试行结果，哪项说法最准确？
Answer, evidence and every option explained

Answer: D. 一种投诉减少，但仍需观察

Evidence / language cue: 投诉减少了；值得继续观察

  1. 营业额已经大幅增长 — Revenue did not change noticeably, so a large increase is contradicted.
  2. 所有顾客都满意新规则 — Fewer seating complaints do not prove universal satisfaction.
  3. 工作日也必须两小时离店 — The two-hour rule applies to weekend afternoons; weekdays remain unlimited.
  4. 一种投诉减少，但仍需观察 — The observed reduction is specific, and the owner explicitly calls for continued observation.
R23. 店主对一个月的数据持什么态度？
Answer, evidence and every option explained

Answer: A. 把它当作初步证据，避免过度概括

Evidence / language cue: 不能仅凭一个月的数据判断所有问题都解决了

  1. 把它当作初步证据，避免过度概括 — He treats it as useful but insufficient to establish that every problem is solved.
  2. 认为它完全没有任何参考价值 — Worth observing is not the same as worthless.
  3. 据此决定所有咖啡馆都应限制时间 — He makes no universal recommendation for every café.
  4. 因营业额没变而立即取消新规则 — The passage records no immediate cancellation decision.

Listening beyond a questionnaire

Read the passage and choose the answer supported by it. Separate the writer’s evidence from stronger claims not made in the text.

学生小唐准备采访一位修鞋师傅。起初，他列了十几个问题，打算按顺序问完。然而，采访中师傅提到，一双旧鞋让他认识了后来一起开店的朋友。小唐本来想马上进入下一个问题，后来却停下来，请师傅讲讲那次相遇。这个追问使他了解到，师傅坚持修鞋不仅是为了收入，也因为这项工作让他与街坊建立了长期关系。整理材料时，小唐保留了这段故事，但没有把它写成“所有手艺人的共同经历”，因为他只采访了一个人。
R24. 小唐的哪个做法带来了新的理解？
Answer, evidence and every option explained

Answer: B. 根据受访者的话继续追问

Evidence / language cue: 停下来，请师傅讲讲那次相遇

  1. 把十几个问题全部删掉 — The passage says he added a follow-up, not that he deleted every planned question.
  2. 根据受访者的话继续追问 — Following up on the meeting revealed the social meaning of the work.
  3. 拒绝记录与收入有关的内容 — He learned that income was not the only motive; he did not refuse financial topics.
  4. 要求师傅按照提纲重新回答 — He departed from the strict sequence rather than forcing the interviewee back to it.
R25. 师傅坚持修鞋的原因，材料支持哪项？
Answer, evidence and every option explained

Answer: C. 收入和长期的街坊关系都有意义

Evidence / language cue: 不仅是为了收入，也因为这项工作让他与街坊建立了长期关系

  1. 收入越高，朋友就越多 — No link between higher income and more friends is claimed.
  2. 只为了完成学生作业 — The student’s assignment is not the reason for the craftsman’s career.
  3. 收入和长期的街坊关系都有意义 — 不仅…也… explicitly combines income with ongoing local relationships.
  4. 因为从来没有别的工作机会 — The passage gives no account of alternative job opportunities.
R26. 小唐为什么不把故事概括为所有手艺人的经历？
Answer, evidence and every option explained

Answer: D. 一个人的经历不足以支持普遍结论

Evidence / language cue: 因为他只采访了一个人

  1. 他忘记了采访内容 — He retained the story, so forgetting it is not the reason.
  2. 师傅要求删除所有故事 — No demand to remove all stories appears in the passage.
  3. 采访提纲没有统一格式 — Questionnaire formatting is not his stated concern.
  4. 一个人的经历不足以支持普遍结论 — His evidence comes from one interview, which cannot establish a claim about everyone.

A rain collection project

Read the passage and choose the answer supported by it. Separate the writer’s evidence from stronger claims not made in the text.

学校在教学楼旁安装了雨水收集装置，收集的水经过简单处理后，用于浇花和清洗地面，不能直接饮用。负责项目的老师每周公布收集量和用水量。有同学看到某周收集量很少，便认为装置没有价值。老师解释，判断效果需要结合降雨情况，还要比较维护成本和实际节水量。项目的另一个用途是让学生学习记录和分析数据，而不是只看一个看起来很漂亮的总数。因此，老师要求报告同时写出测量误差和装置未能工作的日期。
R27. 收集的雨水可以用来做什么？
Answer, evidence and every option explained

Answer: A. 浇花和清洗地面

Evidence / language cue: 用于浇花和清洗地面，不能直接饮用

  1. 浇花和清洗地面 — The passage explicitly names watering plants and cleaning the ground after simple treatment.
  2. 不经处理直接喝 — Direct drinking is explicitly prohibited.
  3. 替代校园里的全部用水 — Only two uses are named; complete replacement is not claimed.
  4. 给所有学生提供饮用水 — Providing drinking water contradicts the stated limitation.
R28. 老师认为评价装置效果应注意什么？
Answer, evidence and every option explained

Answer: B. 把天气、成本和节水量结合起来

Evidence / language cue: 结合降雨情况；维护成本和实际节水量

  1. 只看收集量最高的一周 — Choosing only the best week would omit the context the teacher requires.
  2. 把天气、成本和节水量结合起来 — Rainfall context, upkeep cost and water savings are the stated factors.
  3. 只要总数漂亮就可以 — The teacher rejects judging only a visually impressive total.
  4. 忽略装置停止工作的时间 — Nonworking dates must be recorded, not ignored.
R29. 报告为什么还要写误差和故障日期？
Answer, evidence and every option explained

Answer: C. 让读者了解数据的条件与局限

Evidence / language cue: 学习记录和分析数据；同时写出测量误差和装置未能工作的日期

  1. 为了让总数显得更大 — Reporting limitations does not enlarge the measured total.
  2. 为了证明装置一定没有价值 — Transparent reporting does not predetermine a negative evaluation.
  3. 让读者了解数据的条件与局限 — These details make the data’s reliability and missing periods visible for analysis.
  4. 为了避免记录任何用水量 — They supplement the weekly amounts rather than replacing them.

Testing a new work arrangement

Read the passage and choose the answer supported by it. Separate the writer’s evidence from stronger claims not made in the text.

设计团队开始试行每周一天远程办公。经理原以为，只要每个人在网上显示“在线”，合作就不会受到影响。两周后，问题却集中出现在需要多人确认的任务上：消息不断往返，谁负责最后决定也不清楚。团队随后把任务分为需要共同讨论和可以独立完成的两类，前一类提前约好讨论时间，并指定一名协调人。调整后，消息数量减少了，项目进度却更容易掌握。经理因此认为，能否合作顺利不能只看在线时长，还要看工作如何被组织。
R30. 最初的问题主要出在哪里？
Answer, evidence and every option explained

Answer: D. 多人确认任务的安排不清楚

Evidence / language cue: 需要多人确认的任务；谁负责最后决定也不清楚

  1. 没有任何人拥有电脑 — Computer ownership is not identified as a problem.
  2. 远程办公取消了所有任务 — Tasks continue; the difficulty concerns how some tasks are coordinated.
  3. 经理从不使用网络 — The manager uses online status as a measure, so never using the internet is unsupported.
  4. 多人确认任务的安排不清楚 — Repeated messages and unclear final responsibility concern coordination of shared decisions.
R31. 团队后来怎样处理需要共同讨论的任务？
Answer, evidence and every option explained

Answer: A. 提前约时间，并明确协调人

Evidence / language cue: 提前约好讨论时间，并指定一名协调人

  1. 提前约时间，并明确协调人 — The passage explicitly describes scheduling discussion and assigning a coordinator.
  2. 让所有人全天一直在线 — Continuous online presence was the original inadequate assumption, not the later fix.
  3. 完全取消共同讨论 — Shared discussion remains; only its organization changes.
  4. 把最后决定交给客户随时处理 — No delegation of the final decision to customers is mentioned.
R32. “消息数量减少了，项目进度却更容易掌握”说明什么？
Answer, evidence and every option explained

Answer: B. 沟通是否有效不能只看消息数量

Evidence / language cue: 不能只看在线时长，还要看工作如何被组织

  1. 消息越少，工作质量一定越高 — The example does not establish an absolute rule that fewer messages always improve quality.
  2. 沟通是否有效不能只看消息数量 — Better organization improved clarity despite fewer messages, so volume alone is insufficient.
  3. 独立工作从来不需要沟通 — The passage does not say independent tasks never require any communication.
  4. 所有团队都应该每周只发一条消息 — No universal limit of one weekly message is proposed.

Choosing a museum audio guide

Read the passage and choose the answer supported by it. Separate the writer’s evidence from stronger claims not made in the text.

博物馆推出了两种语音导览：一种按展厅顺序介绍，另一种围绕“普通人的一天”这个主题，把不同展厅的展品联系起来。工作人员没有声称主题导览更适合每个人，而是建议时间有限、第一次来的观众先用顺序导览，已经熟悉基本展览的人可以尝试主题导览。两种导览都允许暂停，也附有文字稿。博物馆将记录观众主动提供的意见，而不会把某一种导览播放次数较多直接解释为“所有人更喜欢它”，因为入口位置和推荐方式也可能影响选择。
R33. 时间有限、第一次来的观众得到什么建议？
Answer, evidence and every option explained

Answer: C. 先使用按展厅顺序的导览

Evidence / language cue: 时间有限、第一次来的观众先用顺序导览

  1. 只看文字稿，不进入展厅 — The staff do not advise first-time visitors to avoid the exhibition.
  2. 必须使用主题导览 — The topic route is suggested for visitors already familiar with the basics, and is not compulsory.
  3. 先使用按展厅顺序的导览 — The recommendation explicitly pairs first visits and limited time with the sequential route.
  4. 两种导览都不能暂停 — Both routes can be paused.
R34. 关于主题导览，哪项符合材料？
Answer, evidence and every option explained

Answer: D. 通过一个主题联系不同展厅的展品

Evidence / language cue: 围绕“普通人的一天”这个主题，把不同展厅的展品联系起来

  1. 只介绍同一个展厅里的展品 — It links objects from different galleries, not only one room.
  2. 完全没有文字稿 — Both guides include transcripts.
  3. 一定比顺序导览更适合所有人 — The staff explicitly avoid claiming universal superiority.
  4. 通过一个主题联系不同展厅的展品 — The theme 普通人的一天 connects objects across galleries.
R35. 为什么不能只凭播放次数判断偏好？
Answer, evidence and every option explained

Answer: A. 展示位置和推荐方式也可能影响选择

Evidence / language cue: 入口位置和推荐方式也可能影响选择

  1. 展示位置和推荐方式也可能影响选择 — Placement and recommendations are alternative influences on selection, beyond preference alone.
  2. 播放次数永远无法被记录 — The passage questions interpretation, not whether counts can be recorded.
  3. 观众的意见必须全部相同 — No requirement for identical visitor opinions is stated.
  4. 文字稿会自动增加播放次数 — No automatic playback mechanism from the transcript is described.

Writing: a four-picture story and a topic composition

Write before reading the reference. W01 asks for at least 100 Chinese characters; W02 asks for at least 200. The illustrations are original diagrams with text descriptions for accessibility.

W01. A lost notebook: tell the four-picture story

Picture 1: a person walks away from a park bench; a closed notebook remains on the seat.
Picture 1
Picture 2: another person notices the notebook on the bench and picks it up.
Picture 2
Picture 3: the finder hands the notebook to a person at an information desk.
Picture 3
Picture 4: the first person receives the notebook at the same information desk.
Picture 4

Use all four pictures, in the order shown, to write a connected story of at least 100 Chinese characters. You may add plausible details, but keep the notebook’s journey and the people’s roles consistent.

Start the practice to draft here.
Possible responses and self-check

周日下午，小安在公园的长椅上看完笔记，起身时接到了朋友的电话。他一边说话一边离开，却把笔记本忘在了座位上。过了一会儿，小林经过长椅，发现了这本笔记。她在附近等了一会儿，没有看到失主，就把它交给了公园服务台。小安发现东西不见后，沿着原路回来寻找。工作人员请他说明笔记本的样子，核对后把它还给了他。小安十分感谢，也提醒自己以后离开座位前要检查随身物品。

The essential chain is left behind → found → handed to the desk → returned. The reference adds names, a phone call and a description check; these are plausible story choices, not facts proved by the drawings. Distinguish the owner from the finder, keep who handed the notebook to whom clear, and use time links naturally. Other coherent versions are valid.

  • All four pictures contribute an event to the story.
  • The owner, finder and desk staff remain distinguishable.
  • Added details do not contradict the visible sequence.
  • Check object references: it, this notebook, his/her notebook.

W02. Learning alone or with others?

Write at least 200 Chinese characters discussing whether you prefer learning alone, learning with others, or combining both. Explain your choice with specific reasons and an example, and describe a situation in which you might choose differently. Different positions are acceptable.

Start the practice to draft here.
Possible responses and self-check

对我来说，独自学习和与他人一起学习并不是互相排斥的选择，关键是看当前的任务需要什么。阅读一篇较长的文章时，我通常先自己读一遍，把不懂的地方标出来。这样可以按自己的速度思考，不会因为别人已经懂了就急着跳过问题。不过，独自理解也可能留下没有发现的误解。因此，完成第一遍阅读后，我愿意和同伴讨论各自的判断，并请对方指出依据。例如，我们曾对一段文字的主要意思有不同看法。把相关句子放在一起比较后，我才发现自己忽略了一个表示转折的词。当然，如果同伴只想聊天，或者大家还没有做基本准备，讨论可能反而浪费时间。这时我会先独立完成任务，再约一个明确的问题进行交流。我认为，好的学习方式不是始终选择同一种形式，而是能够根据任务、准备程度和合作条件作出调整。

A defensible response can favor either option or a combination. The reference separates stages, gives one concrete reading example, acknowledges a limitation and explains an adjustment. Do not invent research percentages to strengthen your view; your own clearly framed example is enough. An opposing view is not automatically an error.

  • The preference is stated and reasons explain it rather than simply repeat it.
  • At least one specific example supports a reason.
  • A condition for changing the approach is explained.
  • Review paragraph links, comparisons, negation and consistency of claims.

The counter counts Han characters, excluding punctuation, Latin letters, digits and spaces. Length and keyword reminders are practice aids, not grammar, meaning or official marking judgments.

Sources and verification

References checked: