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文章目录
2024 年 6 月大学英语四级考试真题（第 3 套）
Part I Writing (30 minutes)
Directions: Suppose your university is seeking students’ opinions on whether university sports facilities should be open to the public. You are now to write an essay to express your view. You will have 30 minutes for the task. You should write at least 120 words but no more than 180 words.
Part II Listening Comprehension (25 minutes)
提示：2024 年 6 月四级全国只考两套听力，本套听力内容与第一二套相同，故本套未重复显示。
Part III Reading Comprehension (40 minutes)
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Over the coming decades, millions of jobs will be threatened by robotics and artificial intelligence. Despite intensive academic 26 on these developments, there has been little study on how workers 27 to being replaced through technology.
To find out, business researchers at TUM and Erasmus University Rotterdam conducted 11 studies and surveys with over 2,000 persons from several countries.
The findings show: In principle, most people view it more 28 when workers are replaced by other people than by robots or intelligent software. This preference 29 , however, when it refers to people’s own jobs. When that is the case, the majority of workers find it less upsetting to see their own jobs go to robots than to other employees. In the long term, however, the same people see machines as more threatening to their future role in the workforce. These effects can also be observed among people who have recently become unemployed.
The researchers were able to identify the causes behind these 30 paradoxical results, too: People tend to 31 themselves less with machines than with other people. Consequently, being replaced by a robot or software 32 less of a threat to their feeling of self-worth. This reduced self-threat could even be observed when participants assumed that they were being replaced by other employees who relied on technological abilities such as artificial intelligence in their work.
“Even when unemployment results from the 33 of new technologies, people still judge it in a social context,” says Christoph Fuchs, one of the authors of the study. “It is important to understand these 34 effects when trying to manage the massive changes in the working world to minimize 35 in society.”
A. compare
B. contradicts
C. conventional
D. debate
E. disruptions
F. drastically
G. favorably
H. guarantee
I. introduction
J. modifications
K. poses
L. psychological
M. react
N. reverses
O. seemingly
Section B
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one ofthe paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
A. Certain institutions, such as schools, are likely to close when bad weather, such as snow, flooding or extreme heat or cold, causes travel difficulties, power outages (断供), or otherwise endangers public safety. When snowy weather arrives in the U.S., it means the chance of school children benefiting from the long- standing tradition of the “snow day”, when schools are forced to close and students get an unexpected day off.
B. The criterion for a snow day is primarily the inability of school buses to operate safely on their routes and danger to children who walk to school. Often, the school remains officially open even though buses do not run and classes are canceled. Severe weather that causes cancellation or delay is more likely in regions that are less able to handle the situation. Snow days are less common in more northern areas of the United States that are used to heavy winter snowfall, because municipalities are well equipped to clear roads and remove snow. In areas less accustomed to snow even small snowfalls of an inch or two may render roads unsafe.
C. Snow days are a familiar theme in American film and TV shows, with children getting the good news and then running outside for some seasonal snowman-building and snowball throwing, against a background of joyful pop music. But the tradition is now over for pupils in several U.S. states such as South Carolina, Nevada, Georgia and Indiana. This academic year, many school boards have introduced policies which require students to work from home if the school is shut by snow or extreme weather. They are known as “e-learning days”, which certainly sounds less fun than a snow day.
D. Teachers are also losing their snow days and instead will be expected to be on hand to take a virtual register and answer students’ questions online. A pilot programme in a school district in Anderson County, South Carolina, has supplied students with electronic tablets loaded with assignments to complete in the event of a school closure. If it is successful, it could be rolled out across the state.
E. But some parents object to the new policy if the vigorous debate on the Facebook page of Anderson County school district is anything to go by. “When it snows, let the kids enjoy it,” said one commenter. Another said the decision would “ruin school even more”, and someone else called snow days “a fun part of childhood” . But supporters of the policy say it means children will miss fewer days of school. It will also bring to an end a less popular U.S. high school tradition: the “make-up day”, which requires students in many states to make up the time lost due to weather by working during school holidays.
F. Students in North Carolina already have several make-up days scheduled because of school closures during Hurricane Florence, which struck in September. Tom Wilson, the superintendent ( 主 管) of Anderson County school district, said the change away from snow days makes practical and financial sense. He said technology has changed every profession, so it makes sense to use it to “eliminate” make- up days. Adam Baker of the Department of Education in Indiana said e-learning days were proving a “great success” . He said most Indiana schools already use digital devices during lessons, so it was an “easy decision” to extend this to days when schools are closed. He denies the decision is depriving children of the chance to enjoy the snow. “Students are still able to enjoy snow days and outside time,” he said. “Many have PE and science assignments that have them out enjoying the weather.” But local school superintendents in Ohio are resisting proposals to adopt e-learning days. They fear that students without internet access at home will be disadvantaged by the policy, and superintendent Tom Roth is concerned that e-learning days will offer a lower quality of education.
G. There are also so-called “blizzard bags”, with assignments that children take home ahead of an expected snow closure. But Mr Roth says it is not sufficient as a replacement. “I think we still need the class time to give our kids the education that they deserve,” he said. “You can’t get that with a blizzard bag or doing the work from home like that. It’s not going to be as effective.”
H. There is a long-running debate on whether missing days of school affects attainment. In England, there has been a focus on tackling absenteeism (旷课) from school. The Department for Education (DFE) published research in 2016 arguing that missing any days at school could have a negative impact on results. Even a few days lost in a year could be enough to miss out on getting a good exam grade, the DFE’s research concluded. This differed from the findings of a study from Harvard University in the U.S., which concluded that missing a few occasional days because of the weather did not damage learning.
I. The Harvard study examined seven years of school results data and could not find any impact from snow closures. What caused more disruption was when schools tried to stay open in bad weather, even though many staff and pupils were absent. But weather can make a difference to school results, according to another piece of Harvard research published last summer. It’s hot weather that has the negative impact. The results of 10 million school students were examined over 13 years and researchers found a “significant” link between years with extremely hot weather and lower results.
J. It’s obvious that students should go to school every day to get the most out of education. In cases of extreme weather students don’t always have that option. However, research shows that authorised absences from school such as during extreme weather are less problematic for students than absences that are not authorised. This is because unauthorised absences tend to reflect patterns and behaviours of student disengagement, or the possible negative attitudes of parents towards education that students adopt and carry with them through schooling. The level of impact on students’ educational performance is all to do with the length of time that a student is absent from school and how regularly this occurs.
- There is opposition to the practice of giving children assignments to take home before extreme weather forces a school closure.
- New policies adopted by many U.S. schools require students to do online learning at home in case of a school closure.
- According to some research, extreme hot weather negatively affects students’ performance.
- There is a time-honoured tradition in the U.S. for school kids to stay at home on “snow days” .
- Debates on social media show some parents are opposed to ending the “snow day” tradition.
- In more northern regions of the U.S., school is less likely to be affected by snowy weather.
- Research indicates absences from school with permission do not cause as many problems as those without permission.
- There is objection to e-learning days owing to fear that students with no access to the Internet at home will suffer.
- In a pilot programme, students are given electronic devices to do assignments when schools are closed.
- A long-standing debate is going on over the impact of school absences on students’ academic performance.
Section C
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A,B,C and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
It may sound surprising, but you don’t have to be interested in fashion, or even in history, to enjoy Dress Codes: How the Laws of Fashion Made History. I happen to be interested in both, and ended up enjoying the book for completely different reasons.
Richard Thompson Ford is a law professor, and you probably won’t forget that for even one page. His carefully reasoned arguments, packed with examples, sound almost like reading a court opinion, only maybe wordier. You will probably never think of fashion as a trifle again.
Ford’s thesis is that the best way to understand what particular fashions meant in any given era is to look at the restrictions placed on them. Through this lens, he shows us that the first laws passed in the 1200s to ensure that only the nobility were allowed to wear certain fabrics, colors and ornaments reflected the rise of the middle class, who were now able to imitate some of these fashions. The status of the upper classes was threatened; fashion was a tool to preserve it.
Ford takes the reader through the evolution of fashion while examining the underlying motivations of status, sex, power, and personality, which, he assumes, influenced all innovations in fashion in the past and which continue to influence us today. His writing is more than a little dense — dense with research, clauses, and precise adjectives and nouns. But there’s also humor and enough interesting episodes to make the writing appealing. No one is spared his sharp analysis: not the easy targets of 19th century women’s crippling (伤害身体的) fashions nor the modern uniforms of Silicon Valley T-shirts.
But the greatest strength of this book (on fashion!) is its intellectual profoundness. Ford asks us to question unconscious beliefs, to realize that we almost never do so, to understand that the simplest choices are charged with meaning, and yet that meaning can and does change all the time. Consider the fact that a 1918 catalog insisted that boys and girls be dressed in the appropriate color. We believe our thinking today is evolved; Ford shows us it’s not.
2024-06-03-46.
- What does the author think of the book Dress Codes: How the Laws of Fashion Made History?
A. It is read by people for entirely different reasons.
B. It is meant for those interested in fashion history.
C. It makes enjoyable as well as informative reading.
D. It converts fashion into something for deliberation.
46.作者如何看待《着装规范：时尚法则如何创造历史》这本书?
A. 人们出于完全不同的原因阅读它。
B. 它是为对时尚史感兴趣的人准备的。
C. 它阅读起来令人十分愉快，又长见识。
D. 它将时尚转化为值得深思的事物。
根据题干关键词the book可以将答案定位到第一段第一句、第二段第二句。
第一段第一句指出，这听起来可能令人惊讶，但你并不需要对时尚甚至历史感兴趣，就可以享受阅读《着装规范：时尚法则如何创造历史》这本书。接下来第二段第二句指出，该书作者的论点经过缜密且充分的 论证，而且书中充满了例子，看完后你可能再也不会认为时尚是件小事了。由此可知，在作者看来，这本 书令人享受，且能让人增长见识，选项C与原文意思一致，故本题选C。选项A错在，原文是说作者出于不 同的原因喜欢上了这本书，并不是人们出于完全不同的原因阅读它，故排除。选项B以偏概全，选项D 属 于过度推断，均排除。
2024-06-03-47.
- How can people best understand a particular fashion in an era, according to Ford?
A. By examining the restraints imposed on it.
B. By looking at what the nobility were wearing.
C. By glancing at its fabrics, colors and ornaments.
D. By doing a survey of the upper and middle classes.
47. 根据福特的说法，人们如何才能最好地理解一个时代的特定时尚?
A. 通过仔细研究对其施加的限制。
B. 通过观察贵族的穿着。
C. 通过浏览面料、颜色和装饰品。
D. 通过对上层阶级和中产阶级进行调查。
根据题干关键词best understand a particular fashion in an era可以将答案定位到第三段第一句。
第三段第一句指出，福特的论点是，要理解任何一个时代的特定时尚意味着什么,最好的方法是看一看当 时对时尚施加的限制。由此可知，本题选A。选项中的restraints imposed on it与原文中的restrictions placed on them是同义替换，restraint和restriction都是“限制”的意思。其他三项虽然包含部分原文词汇，但都不 是福特所说的理解一个时代特定时尚的最佳方式，故排除。
2024-06-03-48.
- What was the aim of the first laws passed regarding fashion in the 1200s?
A. To facilitate the rise of the middle class.
C. To help initiate some novel fashions.
B. To loosen restrictions on dress codes.
D. To preserve the status of the nobles.
48.13世纪首批通过的时尚行业的法律的目的是什么?
A. 促进中产阶级的崛起。
B. 放宽对着装规范的限制。
C. 帮助开创一些新时尚。
D. 维护贵族的地位。
根据题干关键词the first laws passed regarding fashion in the 1200s可以将答案定位到第三段第二、三句。
第三段第二句指出，福特向我们展示了13世纪首批通过的确保只有贵族才能穿着某些面料、颜色和佩戴某些装饰品的法律，这反映了中产阶级的崛起，他们现在能够模仿其中一些时尚风格。但是仅从这句话，我 们无法推断通过该法律的目的。我们继续读下一句：上层阶级的地位受到了威胁；时尚是维护其地位的工 具。由此可知，首批通过的时尚行业的法律规定贵族才能穿某些面料、颜色和装饰品，其目的也就是维护 贵族的地位，故本题选D, 选项中的preserve是原词重现。
虽然原文提到了中产阶级的崛起，但这是这部法律的颁布反映出的一个现象，而不是其目的，故排除A。
选项B和C原文没有提及，均排除。
2024-06-03-49.
- What does the author think of Ford’s writing?
A. It uses comparison and contrast in describing fashions of different eras.
B. It makes heavy reading but is not lacking in humor or appeal.
C. It is filled with interesting episodes to spare readers intolerable boredom.
D. It is characteristic of academics in presenting arguments.
49.作者认为福特的作品怎么样?
A. 它使用比较和对比的手法来描述不同时代的时尚。
B.它读起来很晦涩，但不乏幽默感或吸引力。
C.它充满了有趣的章节，使读者免于无法忍受的枯燥。
D. 在提出论点方面，它具有学术特点。
根据题干关键词Ford’s writing可以将答案定位到倒数第二段第二、三句。
倒数第二段第二句和第三句指出，他的作品比较晦涩难懂——充满了研究细节、从句和精确的形容词和名词。但这部作品中也不乏幽默和足够有趣的章节，使文字充满吸引力。对比四个选项，只有选项B概括 最为全面且符合文章内容，故本题选B，选项中的heavy reading 与原文中的dense 属于同义替换。
本题还可以用排除法来做。选项A原文未提及，故排除。
选项C错在，原文说作品“不乏”足够有趣的章节，并没 有说“充满”了有趣的章节，而且该选项对福特作品的概括也不全面，故排除。作者只是提到福特的作品中论点论证缜密，例子丰富，听起来就像阅读法庭意见书一样，这表明作者认为福特的书有法律文献的味 道，而并非D项所说的具有学术特点，故D 项可排除。
2024-06-03-50.
- What does the author say is the greatest strength of Ford’s book?
A. Plentiful information.
B. Meaningful choices.
C. Evolved thinking.
D. Intellectual depth.
50.作者认为福特这本书最大的优点是什么?
A. 丰富的信息。
B. 有意义的选择。
C. 进化的思维。
D. 思想的深度。
根据题干关键词the greatest strength of Ford’s book可以将答案定位到最后一段第一句。
取是后一句段第一句指出，这本书（关于时尚！）最大的优势在于思想的深刻程度，故本题选D 。选项 Intellectual depth与原文中的intellectual profoundness是同义替换。其他三项均不符合题意，故排除。
Passage Two
Questions 51 to 55 are based on the following passage.
The art of persuasion means convincing others to agree with your point of view or to follow your course of action. For some of us, persuasion is an instinctive quality and the power of influencing comes naturally. For the rest of us, persuasion skills can be learned and developed over time.
Employers place a great value on employees with persuasion skills because they can impact several aspects of job performance. Besides, teamwork and leadership rely heavily on the power of persuasion to get things done. Without persuasion skills, employees may not be as committed to or convinced ofthe importance of an organization’s vision and long-term mission. Effective use of persuasion skills will not only help get your coworkers excited about your ideas, it’ll also help you motivate them to achieve a common goal.
In order to learn the art of persuasion at the workplace, you need to understand how to handle conflicts and reach agreements. Good communication is the first step in effective persuasion, but logic and reasoning are just as important. Before you can get somebody on-board with your goal, you should help them understand why they should pursue it. Using visual aids to back up your ideas can help communicate your ideas better and make compelling arguments so your listeners will come to a logical choice and become fully committed to your ideas and plans.
Successful persuasion skills are based on your ability to have positive interactions and maintain meaningful relationships with people. In order to sustain those relationships, you must be able to work in their best interests as well. Your coworkers are more likely to agree with you when they succeed alongside you. The more they achieve and the greater progress they make, the more they trust your judgement and strength.
We persuade and get persuaded every day — we’re either convincing or being convinced. A vast majority of people prefer collaboration and teamwork over traditional organizational structures; no one likes to be told what to do or to be pushed around. Therefore, organizations and leaders should adopt powerful persuasion skills to bring about necessary changes.
2024-06-03-51.
- What does the author say about the ability to be persuasive in the first paragraph?
A. People may either be born with it or be able to cultivate it.
B. It proves crucial in making others follow one’s course of action.
C. It refers to the natural and instinctive power of influencing one’s coworkers.
D. People may view it as both a means to convince others and an art of communication.
51.在第一段中，关于说服他人的能力，作者说了什么?
A. 它可能是人们与生俱来的，也能够后天培养。
B. 事实证明，它对于让他人遵循自己的行动方案至关重要。
C. 它指的是影响同事的自然且本能的力量。
D. 人们可能将其视为一种说服他人的手段和沟通的艺术。
根据题干关键词the ability to be persuasive in the first paragraph可以将答案定位到第一段第二、三句。
第一段第一句指出什么是说服的艺术。接着，第二、三句指出，对一些人来说，说服是一种本能的特质，对于其他人来说，说服的技巧是可以随着时间的推移而学习和发展的。由此可知，选项A正确，说服力既有可能与生俱来，也有可能后天培养。选项中的cultivate (培养)与原文中的learned and developed属于同义替换。其他三项虽然包括原文中的词汇，但是表达的意思都不准确，可以排除。
2024-06-03-52.
- Why are persuasion skills greatly valued in the workplace?
A. They enable employees to be convinced of their long-term gains. B. They enable employees to trust their leaders unconditionally.
C. They help motivate coworkers to strive for a common goal.
D. They help an organization to broaden its vision effectively.
52.为什么说服技巧在工作场所受到高度重视?
A. 它们能让员工相信他们的长期收益。
B. 它们能让员工无条件地信任他们的领导。
C. 它们有助于激励同事为了一个共同的目标而奋斗。
D. 它们帮助组织有效地拓宽其视野。
根据题干关键词persuasion skills greatly valued in the workplace可以将答案定位到第二段最后一句。
第二段讲的是在工作场所说服力为什么很重要。
首先，有说服力的员工可以影响工作表现的几个方面。
其次，团队合作和领导力在很大程度上依赖于说服力。
第三，说服技巧可以让员工为组织的愿景和长期使命 全心投入，且深信不疑。
第四，有效使用说服技巧不仅可以让你的同事对你的想法感到兴奋，还可以帮你激励他们实现共同的目标。
对比四个选项，只有选项C与第四点符合，故为正确答案。其他三项均与原文不符，故排除。
2024-06-03-53.
- What should people do to learn the art of persuasion at the workplace?
A. Acquire effective communication skills.
B. Avoid getting involved in conflicts with others.
C. Understand the reason for pursuing their goals
D. Commit themselves fully to their ideas and plans.
53. 在工作场所，人们应该如何学习说服的艺术?
A. 获得有效的沟通技巧。
B. 避免卷入与他人的冲突。
C.了解追求目标的原因。
D. 全身心地投入到自己的想法和计划中。
根据题干关键词learn the art of persuasion at the workplace可以将答案定位到第三段第三句。
第三段讲的是人们应如何学习说服的艺术。
首先，在工作场所学会说服的艺术，你需要了解如何处理冲突 并达成一致。
其次，需要良好的沟通、逻辑和推理。
第三，在让别人支持你的目标之前，你应该帮他们理 解为什么要追求这个目标。
第四，使用视觉辅助工具来支持你的想法。对比四个选项，可知选项A “获得有效的沟通技巧”，与原文第二点“需要良好的沟通”相符，为正确答案。
选项B 错在应该是了解如何解决冲突，
选项C 错在应该是让支持你的人理解为什么追求这个目标，故排除。
选项D 原文没有提及， 故排除。
2024-06-03-54.
- When are you more likely to succeed in persuading your coworkers?
A. When they are convinced you work in their interests while sacrificing your own.
B. When they become aware of the potential strength of the judgements you make.
C. When they become aware of the meaningful relationships you keep with them.
D. When they are convinced they will make achievements together with you.
54.什么时候你更有可能成功说服你的同事?
A. 当他们确信你为他们的利益而工作，同时牺牲你自己的利益时。
B. 当他们意识到你做判断的潜在力量时。
C. 当他们意识到你与他们保持着有意义的关系时。
D. 当他们确信他们将和你一起取得成就时。
根据题干关键词more likely to succeed in persuading your coworkers可以将答案定位到第四段第三句。
第四段第三句指出，当你的同事和你一起取得成功时，他们更有可能同意你的观点。由此可知，当同事们 确信跟你一起会取得成就时，你更有可能说服他们，故选项D 正确。选项A错在原文没有提到牺牲自己的 利益；选项B用原文词汇混淆视听，表达的意思与原文不符；原文没有提到同事们意识到你与他们保持着 有意义的关系，故排除选项C。
2024-06-03-55.
- Why are organizations and leaders advised to adopt powerful persuasion skills to bring about necessary changes?
A. To convince employees of the value of collaboration.
B. To allow for the preferences of most people of today.
C. To improve on traditional organizational structures.
D. To adapt to employees’ ever-changing working styles.
55.为什么建议组织和领导者采用强有力的说服技巧，以促成必要的变革?
A. 让员工相信协作的价值。
B. 考虑到当今大多数人的偏好。
C. 改进传统的组织结构。
D. 适应员工不断变化的工作方式。
根据题干关键词adopt powerful persuasion skills to bring about necessary changes可以将答案定位到最后一段后两句。
最后一段后两句指出，与传统的组织结构相比，绝大多数人更喜欢协作和团队合作；没有人喜欢被人告之应该做什么或被人摆布。因此，组织和领导者应该采用强有力的说服技巧，以促成必要的变革，也就是说，考虑到大多数人更喜欢协作，不喜欢被摆布，所以组织和领导者需要用强有力的说服技巧以促成必要的变革，故选项B正确。其他三个选项都与原文不符，可以排除。
Part IV Translation (30 minutes)
Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.
汉语中的“福”字 (the character fu) 表示幸福和好运，是中国传统文化中最常用的吉祥 (auspicious) 符号之一。人们通常将一个大大的福字写在红纸上，寓意期盼家庭幸福、社会安定、国家昌盛。春节贴 福字是民间由来已久的习俗。为了欢庆春节，家家户户都会将福字贴在门上或墙上，表达对幸福生活的 向往、对美好未来的期待。人们有时还将福字倒过来贴，表示幸福已到、好运已到。
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