四级新题型样卷详解

四级新题型官方样卷答案及点评
第一节 新题型综述
一、四级题型变化
自2013年12月考次起，全国大学英语四、六级考试委员会将对四、六级考试的试卷结
构和 测试题型作局部调整。调整后，四级和六级的试卷结构和测试题型相同。四级新旧题型
的试卷结构、测试 内容、测试题型、分值比例和考试时间如下表所示：
自2013年12月考次起，全国大学英语四、六 级考试委员会将对四、六级考试的试卷
结构和测试题型作局部调整。调整后，四级和六级的试卷结构和测 试题型相同。四级新旧
题型的试卷结构、测试内容、测试题型、分值比例和考试时间如下表所示：
试卷结
构
写作
快速阅
读
测试内容
写作
略读与查读
听力对
话
听力理
解
短对话
长对话
短文理
解
听力短
文
复合式
听写
短文听
写
词汇理解
阅读理
解
仔细阅读
长篇阅读
完形填空
翻译 汉译英
新增
总计
段落翻译
15%
100%
30分钟
旧：125分钟
新：130分钟
题型变化
无
去掉
无
无
无
取消
新增
无
无
新增
去掉
取消
测试题型
短文写作
多项选择+填
空
多项选择
多项选择
多项选择
单词及句子
听写
单词及词组
听写
选词填空
多项选择
信息匹配
多项选择
句子翻译
分值比例
15%
10%
8%
7%
10%
旧：35分钟
新：30分钟
考试时间
30分钟
15分钟
10%
5%
20%
40分钟
10%
10%
5%
5分钟

通过上表中新旧题型的对比，可以得知四级考试主要有以下几点变化：
1、单词及词组听写
原复合式听写调整为单词及词组听写，短文长度及难度不变。要求考生在听懂短文的基础上，
用 所听到的原文填写空缺的单词或词组，共10题。短文播放三遍。
2、长篇阅读
原快速阅读 理解调整为长篇阅读理解，篇章长度和难度不变。篇章后附有10个句子，每句

一题。每 句所含的信息出自篇章的某一段落，要求考生找出与每句所含信息相匹配的段落。
有的段落可能对应两道 题，有的段落可能不对应任何一题。另外，该题型所在的位置也由原
来的第二部分改为第三部分。
3、翻译
原单句汉译英调整为段落汉译英。翻译内容涉及中国的历史、文化、经济、社会发展 等。四
级翻译原文的长度为140-160个汉字。
4、完形填空
此题型不再考查。
5、考试时间
考试时间由原来的125分钟增加到现在的130 分钟，时间增加了5分钟，但试题的难度加大
了。
二、成绩报道
成绩报道分为总分和单项分。单项分包括：1）听力，2）阅读，3）翻译和写作。
第二节 听写新题型样卷透析

一、新题型概述
原复合式听写包含8道单词听写和3道句子 听写，自2013年12月考次起，新题型调整
后为单词及词组听写。
二、四级听写新题型样卷分析
Section C
Directions: In this section, you will hear a passage three times. When the passage is read for the
first time, you should listen carefully for its general idea. When the passage is read for
the second time, you are required to fill in the blanks with the exact words you have
just heard. Finally, when the passage is read for the third time, you should check what
you have written.
Almost every child, on the first day he sets foot in a school building, is smarter, more 26, less
afraid of what he doesn’t know, better at finding and 27, more confident, resourceful (机敏的),
persistent and 28 than he will ever be again in his schooling—or, unless he is very unusual and
very lucky, for the rest of his life. Already, by paying close attention to and 29 the world and
people around him, and without any school-type formal instruction, he has done a task far more
difficult, complicated and 30 than anything he will be asked to do in school, or than any of his
teachers has done for years. He has solved the 31 of language. He has discovered it—babies don’t
even know that language exists—and he has found out how it works and learned to use it 32. He
has done it by exploring, by experimenting, by developing his own model of the grammar of
language, by 33 and seeing whether it works, by gradually changing it and 34 it until it does work.
And while he has been doing this, he has been learning other things as well, including many of the
“35” that the schools think only they can teach him, and many that are more complicated than the
ones they do try to teach him.

【参考答案】
26. curious 27. figuring things out 28. independent 29. interacting with
30. abstract 31. mystery 32. appropriately 33. trying it out
34. refining 35. concepts

【名师点评】 < br>从四级听写样卷的指示语来看，短文共播放三遍，第一遍播放录音时，要求听懂文章的
大意；第二 遍播放录音时，要求完整写下所听到的内容；第三遍播放录音时，要求检查所填
写的内容。
从 四级听写样卷的文章来看，短文长度及难度不变。个别超纲词加注了中文意思。题材
以英美国家的社会、 文化、教育、历史、风俗习惯、人物传记为主，字数约为250词。从设
题来看，10道题均衡分布，题 与题之间相间5个词以上。
从参考答案来看，10个答案中，单词占7个，词组占3个，单词与词组相 间设置。所
填单词一般为实词，其中包含1个动词、2个名词、3个形容词和1个副词。所填词组基本< br>上是一些常见的词组，3个都是动词-ing形式开头。
三、4大解题技巧
1、通过卷面文字捕捉信息，找出线索、了解大意
听写材料多为说明文，这一体裁的文章具有 主题突出、条理清楚、层次分明、语言简洁、
逻辑性强的特点。文章的开头或段首多半有主题句(Top ic sentence)，之后的段落、句子都是
对主题句的进一步具体扩展、说明或论证。考生应利 用一切机会，如考前空隙或播放考试
Directions的时间，浏览短文，尤其要抓住主题句，根据 主题句预测文章发展脉络和大意。
文章都具有一致性和连贯性的特点，考生通过浏览总会搜索到一些有参 考价值的材料。
2、听写结合，双管齐下
第一遍全文朗读，要求考生注意听懂全文内容。由 于听录音前考生已预览了卷面文字，对听
力材料有了大致的了解，因此听第一遍录音时，考生可以填写一 些较简单的单词或词组。在
听第二遍录音时，应完整地听写其他几道题的单词或词组。
3、巧妙使用缩略语
如何在有限的时间内记录下更多的内容呢？使用缩略语。单词较长或者听 写词组时，可以在
第一遍听录音时先写下该词前几个字母或词组中的某个词，听第二遍、第三遍时再补充 完整。
4、检查、核对内容要点
第三遍朗读供考生进行核对。核对是最后必不可少的环节， 考生应抓住时机弥补前两遍听录
音时所忽略或遗漏的内容，进一步修改和完善自己的答案。在核对时，对 有些空缺考生只凭
辨音仍难以准确地判断出应为何词，此时考生可以从语法结构、词语搭配、意义连贯、 上下
文等多个角度去推测、分析和判断并正确拼写出单词。

第三节 长篇阅读新题型样卷透析
一、新题型概述
自2013年12月起，原快速阅读将改为长篇阅 读。篇章长度和难度不变。篇章后附有
10个句子，每句一题。每句所含的信息出自篇章的某一段落，要 求考生找出与每句所含信
息相匹配的段落。有的段落可能对应两题，有的段落可能不对应任何一题。同时 ，在试卷中
的顺序也由原来的第二部分改为现在的第三部分。新旧题型对比如下：快速阅读（旧题型）< br>长篇阅读（新题型）文章长度900－1200词不变题材科普知识、社会文化和经济生活类文章
不变体裁说明文或议论文不变难度与四级样题相当，每篇文章中的超纲词不多于5个，如果
是超纲词，会 在其后加括号注明其在文中的汉语意思不变考试时间15分钟不变所占分值10%
不变设置题型多项选择 题+填空题信息匹配题题目数量10道不变
二、四级长篇阅读样卷分析
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 of the 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.
Universities Branch Out
A) As never before in their long history, universities have become instruments of national
competition as well as instruments of peace. They are the place of the scientific discoveries
that move economies forward, and the primary means of educating the talent required to
obtain and maintain competitive advantage. But at the same time, the opening of national
borders to the flow of goods, services, information and especially people has made universities
a powerful force for global integration, mutual understanding and geopolitical stability.
B) In response to the same forces that have driven the world economy, universities have become
more self-consciously global: seeking students from around the world who represent the entire
range of cultures and values, sending their own students abroad to prepare them for global
careers, offering courses of study that address the challenges of an interconnected world and
collaborative (合作的) research programs to advance science for the benefit of all humanity.
C) Of the forces shaping higher education none is more sweeping than the movement across
borders. Over the past three decades the number of students leaving home each year to study
abroad has grown at an annual rate of 3.9 percent, from 800,000 in 1975 to 2.5 million in 2004.
Most travel from one developed nation to another, but the flow from developing to developed
countries is growing rapidly. The reverse flow, from developed to developing countries, is on
the rise, too. Today foreign students earn 30 percent of the doctoral degrees awarded in the
United States and 38 percent of those in the United Kingdom. And the number crossing
borders for undergraduate study is growing as well, to 8 percent of the undergraduates at
America’s best institutions and 10 percent of all undergraduates in the U.K. In the United
States, 20 percent of the newly hired professors in science and engineering are foreign-born,
and in China many newly hired faculty members at the top research universities received their
graduate education abroad.
D) Universities are also encouraging students to spend some of their undergraduate years in
another country. In Europe, more than 140,000 students participate in the Erasmus program
each year, taking courses for credit in one of 2,200 participating institutions across the
continent. And in the United States, institutions are helping place students in summer
internships (实习) abroad to prepare them for global careers. Yale and Harvard have led the
way, offering every undergraduate at least one international study or internship
opportunity—and providing the financial resources to make it possible.
E) Globalization is also reshaping the way research is done. One new trend involves sourcing
portions of a research program to another country. Yale professor and Howard Hughes Medical
Institute investigator Tian Xu directs a research center focused on the genetics of human
disease at Shanghai’s Fudan University, in collaboration with faculty colleagues from both
schools. The Shanghai center has 95 employees and graduate students working in a
4,300-square-meter laboratory facility. Yale faculty, postdoctors and graduate students visit
regularly and attend videoconference seminars with scientists from both campuses. The
arrangement benefits both countries; Xu’s Yale lab is more productive, thanks to the lower
costs of conducting research in China, and Chinese graduate students, postdoctors and faculty
get on-the-job training from a world-class scientist and his U.S. team.

F) As a result of its strength in science, the United States has consistently led the world in the
commercialization of major new technologies, from the mainframe computer and the
integrated circuit of the 1960s to the Internet infrastructure (基础设施) and applications
software of the 1990s. The link between university-based science and industrial application is
often indirect but sometimes highly visible: Silicon Valley was intentionally created by
Stanford University, and Route 128 outside Boston has long housed companies spun off from
MIT and Harvard. Around the world, governments have encouraged copying of this model,
perhaps most successfully in Cambridge, England, where Microsoft and scores of other
leading software and biotechnology companies have set up shop around the university.
G) For all its success, the United States remains deeply hesitant about sustaining the
research- university model. Most politicians recognize the link between investment in science
and national economic strength, but support for research funding has been unsteady. The
budget of the National Institutes of Health doubled between 1998 and 2003, but has risen more
slowly than inflation since then. Support for the physical sciences and engineering barely kept
pace with inflation during that same period. The attempt to make up lost ground is welcome,
but the nation would be better served by steady, predictable increases in science funding at the
rate of long-term GDP growth, which is on the order of inflation plus 3 percent per year.
H) American politicians have great difficulty recognizing that admitting more foreign students can
greatly promote the national interest by increasing international understanding. Adjusted for
inflation, public funding for international exchanges and foreign-language study is well below
the levels of 40 years ago. In the wake of September 11, changes in the visa process caused a
dramatic decline in the number of foreign students seeking admission to U.S. universities, and
a corresponding surge in enrollments in Australia, Singapore and the U.K. Objections from
American university and business leaders led to improvements in the process and a reversal of
the decline, but the United States is still seen by many as unwelcoming to international
students.
I) Most Americans recognize that universities contribute to the nation’s well-being through their
scientific research, but many fear that foreign students threaten American competitiveness by
taking their knowledge and skills back home. They fail to grasp that welcoming foreign
students to the United States has two important positive effects: first, the very best of them
stay in the States and—like immigrants throughout history—strengthen the nation; and second,
foreign students who study in the United States become ambassadors for many of its most
cherished (珍视) values when they return home. Or at least they understand them better. In
America as elsewhere, few instruments of foreign policy are as effective in promoting peace
and stability as welcoming international university students.
46. American universities prepare their undergraduates for global careers by giving them chances
for international study or internship.
47. Since the mid|1970s, the enrollment of overseas students has increased at an annual rate of 3.9
percent.
48. The enrollment of international students will have a positive impact on America rather than
threaten its competitiveness.
49. The way research is carried out in universities has changed as a result of globalization.
50. Of the newly hired professors in science and engineering in the United States, twenty percent
come from foreign countries.

51. The number of foreign students applying to U.S. universities decreased sharply after
September 11 due to changes in the visa process.
52. The U.S. federal funding for research has been unsteady for years.
53. Around the world, governments encourage the model of linking university-based science and
industrial application.
54. Present-day universities have become a powerful force for global integration.
55. When foreign students leave America, they will bring American values back to their home
countries.

【参考答案】
46. D 47. C 48. I 49. E 50. C 51. H 52. G 53. F 54. A 55. I

【名师点评】
根据四级样卷可知，全文共计9个段落，对应10题， 这意味着必有一段对应两题。事
实上，从答案来看，有2个段落分别对应了2题，有1个段落不对应任何 题。
原快速阅读考试时间是15分钟，原深度阅读（含选词填空+仔细阅读）考试时间是25
分钟，而调整后的阅读理解（含选词填空+长篇阅读+仔细阅读）考试时间是40分钟，由此
可推出新题 型长篇阅读的考试时间基本不变，大概为15分钟。
从样卷来看，长篇阅读主要考查段落信息匹配题。段落信息匹配题有4个特点：1. 绝
对乱序；2. 绝对同义转换；3. 通常超细节；4. 通常无特殊印刷体。从这4大特点我们足以
看出这类题的难度：绝对乱序意味着考生不能按“题文同序”原则逐一解题；同义转换、超细
节 及无特殊印刷体意味着考生要死掉大量脑细胞去理解所读到的每个信息，无法快速地定
位!
三、新题型新特点
虽然从表面上看，命题人似乎把解答信息匹配题的方法之“门”堵死了，但 事实上，他们
还是善解人意地为考生打开了一扇解题之“窗”。这一题型固然有着不同于传统阅读解题方 法
的种种特点，但同时也有一些可以为考生所利用的新特点。下面就来分析这些新特点。
1、 题干中的细节信息往往反映文章的主旨或段落主题，考生可据此了解原文内容。在
信息匹配题中，题干中 的信息虽然陈述的都是文章中的细节，但其内容基本都是围绕文章主
题或是某一段落的主题进行描述的。 通过快速阅读题干中的若干条细节信息，考生可以迅速
了解原文的主旨大意，从而能够在回头阅读原文时 加快阅读速度，节省定位时间。
2、题干提供的细节信息中往往暗含一些说明文所必需的逻辑关系，考 生可以利用这种
关系预先对一些表述进行排序。长篇阅读的文章一般为说明文或议论文，而这类文章最显 著
的特点就是要有严密的逻辑性。所以，在介绍一个新事物时，文章通常会采用循序渐进、前
因 后果的方法来叙述，而根据这种逻辑进行解题之前的预先排序对于解答信息匹配题有着非
常重要的意义。
3、题干提供的信息表述中通常会出现一些具有特殊意义的指示性词汇，这类词汇虽然
不是通常 意义上的定位关键词，但其特殊含义可将考生的注意力指向原文的开头、结尾或是
某个具有特殊特征的段 落。这些词通常包括如下三类：①能够指示开头段的词，如overview，
introductio n，initiation，main idea，definition等；②能够指示结尾段的词，如fut ure，solution，
conclusion，suggestion，summary等；③能 够帮助考生回原文定位的特殊词，如rate，ratio，
proportion，percenta ge，number，figure，statistical demographics等。考生能够通过这 些指示
性词汇缩小回原文定位的范围，从而快速判定其所在细节信息对应的原文段落。
4、有 些试题题干中的细节信息往往会和原文的其他某一题目联系密切，考生可通过先

解答原文 的其他题目来获得解答本题的线索和提示性信息。
四、3大解题技巧
段落信息匹配题的一般 解题步骤是：读题并确定关键词（中心词）——去原文中定位关
键词——分析定位句——分析题干——确 定答案。具体的解题技巧如下：
1、用“打包”方法对付乱序：把整组题全部一次性吃透，然后去原文 从头到尾定位。否
则，考生如果按顺序逐题解答，时间会严重不足的，最好是文章一遍看下来，能找到所 有的
信息。此外，考生应该注意定位原文的过程中，一定要脑、眼和手并用：眼是肯定要用的，
不用脑会导致忽视同义转换，不用手(笔)会使我们处于走马观花的状态，然后会怀疑自己是
不是漏掉了 信息而不停地看。
2、“吃透”题干准确判断关键词（中心词）至关重要。如果没吃透题干，就无法准 确判
断关键词或中心词，就可能对原文中的重要信息没感觉。一般来说，题干关键词或中心词为
实词以及一些数字、专有名词等。
3、在解题的先后顺序上，采用先易后难的策略。采用由易到难的解 题策略，可以提升
考生的解题信心。对于那些答题线索较少的题干细节信息，考生可留在最后再解答。在 解答
这类较难的题目时，考生可快速阅读原文中仍未选过的段落的主题句(通常为第一句、第二
句或最后一句），之后根据段落大意与题干中的细节信息进行匹配。

第四节 翻译新题型样卷透析
一、新题型概述
自2013年12月考次起，全国大学英语四级考试的 翻译部分将由原单句汉译英调整为段
落汉译英，翻译内容涉及中国的历史、文化、经济、社会发展等题材 ，长度为140-160个汉
字。
二、四级翻译新题型样卷
剪纸（paper c utting）是中国最为流行的传统民间艺术形式之一。中国剪纸有一千五百
多年的历史，在明朝和清 朝时期（the Ming and Qing Dynasties）特别流行,人们常用剪纸美化
居 家环境。特别是在春节和婚庆期间，剪纸被用来装饰门窗和房间，以增加喜庆的气氛。剪
纸最常用的颜色 是红色，象征健康和兴旺。中国剪纸在世界各地很受欢迎，经常被用作馈赠
外国友人的礼物。
【参考译文】
Paper cutting is one of China’s most popular traditional folk arts. Chinese paper cutting has a
history of more than 1,500 years. It was widespread particularly during the Ming and Qing
Dynasties. People often beautify their homes with paper cuttings. During the Spring Festival and
wedding celebrations, in particular, paper cuttings are used to decorate doors, windows and rooms
in order to enhance the joyous atmosphere. The color most frequently used in paper cutting is red,
which symbolizes health and prosperity. Chinese paper cutting is very popular around the world
and it is often given as a present to foreign friends.
【名师点评】
这段关于剪纸的小文章，其中的难词较多、长句较多，要想把它翻译准确、通顺，不仅
需要考生 的单词量和单词拼写过关，而且语法和把握句间逻辑关系以及学会中英文的转换技
巧也很重要。
首先，词汇方面，这段文章中比较难的词语有“剪纸”、“民间”、“形式”、“美化”、“居家
环境 ”、“婚庆”、“装饰”、“喜庆”、“气氛”、“兴旺”等等，这些词有的比较抽象，有的不太常
见， 或者有的是中国特有的说法，英文中没有明确对应的词，考生在翻译时应该抓住词的根
本意思，从自己的 词汇库里搜索对应的词，实在找不到准确对应意思的英文词汇，可以进行

意译。比如“美 化”一词，如果考生想不起“beautify”这个词，也可以用自己熟悉的“make…more
beautiful”这样的表达，能够将意思表达清楚。
其次，将各个词和词组的译法确定 后，再分析句子结构，抓住主干。比如，第一句“剪
纸（paper cutting）是中国最为流行 的传统民间艺术形式之一。”翻译成对应的英文时，“剪
纸”是主语，“是”是谓语，“最为流行的…… 之一”是表语，基本可以断定，本句转化为英文
时是一个主系表结构的句子。以下每个句子都要进行这样 的分析，确定好所需的英文句型。
最后，要处理好中文里的短句。中文里面有很多短句并列，在抓住每 句的主干之后，其他短
句在翻译成英文时需要转变为定语从句、状语从句等，比如，“特别是在春节和婚 庆期间，
剪纸被用来装饰门窗和房间，以增加喜庆的气氛。”这句里面，“特别是在春节和婚庆期间”< br>在翻译时可以译为本句的状语，“剪纸被用来装饰门窗和房间”是句子的主干，“以增加喜庆
的气 氛”是本句的目的状语。因此，需要用状语从句和表目的的不定式结构来连接句子。在
翻译时，每个句子 都要进行这样的分解，划清句子成分。
通过以上的分析可知，原来的大学英语四级考试中，翻译的考查 难度不高，内容较少，
且考点较为固定，此次改革后，翻译部分的难度骤增，考生难免有力不从心之感， 如果说原
来的大学英语四级考试的翻译部分需要考生掌握词和句的翻译，将信息进行简单的一对一传输，那么现在的大学英语四级考试的翻译部分则要求考生以词、句的翻译为基础，扩大到对
整体段落 的翻译的把握。与之前考查的句子翻译不同，一个段落是内容相对完整、结构相对
独立的语言片断，考生 在翻译时要把整个段落当作一个有机的语篇来处理。段落中各句子之
间的衔接和段落间的过渡属于较高层 次的技能。