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HSK 5 reading and writing:35 questions and 2 writing tasks

Practise 35 original reading items and two open writing tasks without signing in. The 10 cloze +10 paragraph-order positions +15 passage questions match the reading task counts in the checked HSK 3.0 level 5 sample. Writing includes a four-picture story and a topic composition.

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Reading and writing sections, with teaching feedback

This is not a complete 72-item written paper: listening and the separate speaking component are not included. Original passages, story diagrams and feedback are MandarinGo’s teaching design. We report practice accuracy for reading positions, not official exam points or pass/fail.

Try each section before opening the explanations. In paragraph ordering, each of the five letters must be used once in its group. Writing references show possible answers, not exclusive model texts. This learning mode has no countdown.

Your reading and writing workspace

Answers and drafts are checked in this browser. They are not uploaded, sent to AI or saved to your account. Optional saving keeps a device copy. Copies are restored only within seven days of saving; expired copies are removed when this page is next opened. Avoid saving on shared devices.

Answer R01–R35:10 cloze items,10 positions in two paragraph-order groups, and 15 passage questions. Each order position counts as one item in our learning feedback.

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.

Reading accuracy counts each of the 35 items once. Writing is reviewed separately and is never included as zero in a combined score. This is a learning check, not an official result.

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.

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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.

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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 only, excluding punctuation, spaces, Latin letters and digits. It is a transparent practice aid, not a confirmed official character-counting or marking rule. The keyword reminder does not judge grammar or meaning.

Sources and verification

References checked: